INDUSTRIAL  SURVEY 


OF 


CINCINNATI 


VOCATIONAL  SECTION 


PRINTING  TRADES 


CINCINNATI  CHAMBER  OF  COMMERCE 

FEBRUARY,  NINETEEN   FIFTEEN 
CINCINNATI,  OHIO 


INDUSTRIAL  SURVEY 


CINCINNATI 


*    * 


VOCATIONAL  SECTION 


*  * 


PRINTING    TRADES 


Cincinnati  Chamber  of  Commerce. 

CINCINNATI,    OHIO 

PRICE,  FIFTY  CENTS 


SURVEY  COMMITTEE. 

R.  A:  COLTER,  Chairman. 
SIDNEY  PRITZ. 
WALTER  SCHMIDT. 
F.  P.  GOODWIN. 
ERNEST  A.  WEIER. 


DIRECTOR  OF  SURVEY. 

CHARLES  R.  HEBBLE. 


305663 


This  report  is  based  upon  field  work  and 
research  by  Arthur  M.  Boulware,  and  has  been 
compiled  by  F.  P.  Goodwin,  of  the  Committee,  in 
collaboration  with  C.  R.  Hebble,  Director  of  the 
Survey. 


SUMMARY  OF 
CONSTRUCTIVE  RECOMMENDATIONS. 

1.  To  promote  proficiency  in  fundamental  studies  by  youth  who 
will  never  reach  the  high  school,  teachers  should  be  employed  in 
the  lower  grades  who   can  and  will   inspire  their  pupils.     These 
youth  need  inspiration  more  than  any  other  class  of  school  pupils. 

2.  Organize  the  public  school  for  co-operation  with  the  shop, 
so  that  manual  skill  and  trade  knowledge  will  be  gained  in  the  shop, 
while  the  school  confines  itself  tq*the  theory  and  technique  of  the 
trade,  and  to  moral  and  civic  instruction. 

3.  A  continuation  school  should  be  established  to  take  the  place 
of  the  present  printers'  school  on  Ninth  Street.     This  should  be 
attended  by  boys  who  are  beginners  in  the  trade;  the  time  of  at- 
tendance should  be  not  less  than  8  hours  per  week. 

4.  Establish  a  half-time  co-operative  high  school  course  for  be- 
ginners in  the  printing  industry  when  there  is  a  demand  for  it. 

5.  Use  should  be  made  of  the  educational  content  of  trades,  here- 
with submitted,  in  determining  what  should  be  taught  in  the  school. 

6.  If  machinery  be  introduced  into  the  continuation  or  co-opera- 
tive school,  it  should  be  for  the  purpose  of  illustration  only  and  as 
determined  by  its  educational  value. 

7.  Courses  for  journeymen  in  the  printing  trades  should  be  es- 
tablished in  connection  with  night  schools.    Instruction  to  journey- 
men should  be  given  in  night  schools  only. 

8.  Printing  should  be  introduced  as  a  manual-training  "subject 
in  the  public  schools. 

9.  The  teacher  of  printing  should  be  selected  from  the  trade  and 
not  from  the  schools. 

10.  Place  the  age  limit  of  compulsory  lull-time  school  attendance 
for  children  who  have  completed  the  eighth  grade  at  14  years,  and 
for  children  who  have  not  completed  the  eighth  grade  at  15  years. 
Compel  all  children  under  16  years  who  have  not  completed  the 
eighth  grade  to  attend  school  half  time. 

IT.  Make  the  public-school  authorities,  through  the  work-cer- 
tificate office,  truancy  department  and  continuation  schools,  in  a 
great  measure,  or  perhaps  entirely,  responsible  for  the  enforcement 
of  the  child-labor  law. 

12.  Establish  for  the  children  who  are  compelled  to  go  to  work, 
half-time  courses  in  which  the  academic  instruction  is  closely  re- 
lated to  the  work  of  the  shop. 


13.  Develop  full-time  courses  in  which  half  time  is  devoted  to 
manual  work  and  so  as  to  furnish  opportunity  for  all  children  who 
need  such  training. 

14.  Amend  the  present  law  so  as  to  give  the  school  control  of 
youth  in  industry   until   18  years  of  age.     Exercise  this   control 
through  the  continuation  schools,  by  extending  the  work  of  these 
schools  so  as  to  provide  training  for  beginners  or  apprentices  be- 
tween 16  and  18  years  of  age.    Make  such  schools  truly  industrial 
schools. 

15.  Apprenticeship  agreements  should  be  entered  into  between 
the  shop,  the  apprentice  and  the  school,  certain  fundamental  points 
being  suggested. 


A  WORD  TO  EMPLOYERS. 

The  findings  of  this  survey  show  that  the  training  of  beginners 
in  the  printing  trades  is  almost  entirely  neglected;  that  while  the 
introduction  of  labor-saving  machinery  and  specialization  is  a  con- 
tributory cause,  the  responsibilty  for  this  condition  rests  for  the 
most  part  Avith  employers;  that  the  trade  is  suffering  from  a  lack 
of  proper  training  of  beginners;  that  the  shop  should  train  in 
manipulative  skill  and  for  the  most  part  in  trade  knowledge ;  that 
the  school  should  supplement  the  work  of  the  shop. 

The  public  schools  of  Cincinnati  can  make  effective  such  a  sys- 
tem of  co-operative  education  only  with  your  help.  As  employers, 
you  have  a  responsibility  to  the  beginners  in  your  employ,  to  the 
trade  and  to  the  community.  Will  you  join  with  the  public  school 
in  establishing  a  system  of  industrial  education  for  beginners  in  the 
printing  trades  that  will  fit  them  for  their  best  service  in  the  shop 
and  in  the  communitv? 


RESUME  OF  PRINCIPAL  FINDINGS. 

1.  On  the  whole,  the  printing  industry  offers  good  opportunity 
for  the  boy  who  wants  to  learn  a  trade  and  is  adapted  for  this  work. 
The  work  is  generally  healthful,  employment  regular  and  income 
good. 

2.  There  are  but  few  bona  fide  apprentices  in  Cincinnati  shops, 
except  the  small  number  working  under  agreement  with  the  unions. 

3.  The  survey  by  the  United  Typothetae  of  America  shows  that, 
out  of  496  shops,  397  reported  866  boys,  of  whom  only  145  will  have 
an  opportunity  to  learn  some  department  of  the  industry. 

4.  There  is  little  well-organized  effort  by  employers  to  see  that 
beginners  are  properly  instructed ;  they  simply  pick  up  knowledge 
and  experience  from  what  they  see  others  do. 

5.  Apprentice   instruction   consists   of   simply   turning  the  boy 
over  to  the  foreman  or  to  some  workman,  who  does  or  does  not 
instruct  the  boy,  according  to  his  inclination  or  opportunity.    Such 
instruction  when  given  consists  of  the  simplest  fundamentals.    The 
shop  is  failing  in  its  duty  toward  the  beginner. 

6.  Employers  in  nearly  every  instance  indicate  that  beginners 
lack  in  general  intelligence  and  that  they  are  deficient  in  reading, 
writing,  grammar,  punctuation,  capitalization,  arithmetic,  etc. 

7.  Nothing  less  than  completion  of  the  eighth  grade  of  the  ele- 
mentary school  will  suffice  for  success  in  the  printing  trades. 

8.  Boys  entering  the  trade  too  often  do  not  grasp  the  work  idea 
properly  and  are  not  amenable  to  discipline,  show  little  or  no  ambi- 
tion to  do  good  work  and  lack  inspiration  and  high  ideals ;  they  look 
more  to  the  immediate  wage  than  to  the  future  income. 

9.  A  system  of  vocational  guidance  which  embodies  economic 
and  ethical  instruction  of  such  a  nature  as  to  inspire  the  boy  with 
correct  ideals  concerning  his  relation  to  the  job  would  be  welcomed 
by  the  employers  and  of  undoubted  value  to  the  boy  himself. 

10.  A  public-controlled  school  may  be  organized  and  conducted 
in  co-operation  with  the  shop  so  that  all  the  advantages  of  a  shop- 
controlled  school  may  be  secured,  and  more.    In  addition  to  this,  it 
will  eliminate  serious  objections  to  shop-controlled  schools. 

11.  The  public  school  has  a  legitimate  function  which  it  must 
perform.     It  is  the  duty  of  the  shop  to  give  apprentices  full  oppor- 
tunity for  that  trade  training  and  practical  experience  which  can 
be  secured  best  in  the  shop,  but  to  leave  to  the  school  the  supple- 
mentary training  in  technique,  theory,  and  citizenship.     In  other 
words,  the  school  should  train  for  the  industries  but  not  in  the 
industries.    This  idea  is  concurred  in  by  the  official  representatives 
of  the  United  Typothetae  of  America  and  by  the  committee  on  in- 
dustrial education  of  the  American  Federation  of  Labor. 

12.  The  educational   content  of  two  of  the  printing  trades  is 
submitted.     Specific  courses  of  study  should  be  worked  out  by  the 
director  of  the  school  in  co-operation  with  persons  connected  with 
the  industry. 

13.  These  three  main  purposes  should  dominate  the  school  for 
printers'  apprentices:   (i)   Education  to  skill  in  work  and  joy  in 


work;  (2)  Education  to  readiness  of  service,  consideration  for 
others  and  loyalty;  (3)  Education  to  insight  into  the  aims  of  the 
community. 

14.  Employers,  as  much  as  the  teachers,  will  make  the  school 
what  it  is.     Failure  on  their  part  to  give  full  opportunity  in  the 
shop  might  compel  the  adoption  of  a  less  efficient  means  of  edu- 
cation. 

15.  There  has  appeared  no  worthy  argument  in  favor  of  a  trade 
school  which  is  supposed  to  turn  out  skilled  workmen. 

16.  Important  as  is  the  training  of  the  beginner,  the  opportunity 
for  further  education  in  the  theory  and  technique  of  his  work  should 
be  given  to  the  journeyman  who  is  ambitious  to  advance.     Such 
instruction  should  be  given  only  through  night  schools. 

17.  Printing  in  the  public  school  is  highly  desirable  as  manual- 
training  work — but  should  always  be  considered  manual-training 
work  strictly,  and  not  in  any  sense  the  teaching  of  a  trade. 

18.  Schools  in  which  printing  is  taught  as  a  manual-training 
subject  should  not  commercialize  their  work. 

19.  No  other  form  of  manual  training  can  be  introduced  into  the 
public  schools  that  can  be  made  to  yield  such  large  results  in  devel- 
oping a  clearer  and  better  understanding  of  language  and  in  giving 
definite  value  to  drawing  as  that  of  printing,  provided  in  teaching 
it  emphasis  is  given  to  the  literary  instead  of  the  mechanical  side 
of  the  work. 

20.  The  introduction  of  printing  as  a  manual-training  subject  is 
recommended    for    the    pre-vocational    classes    of    the    elementary 
schools  and  for  the  high  schools.     This  procedure  has  met  with 
the  approval  and  support  of  the  unions  in  other  cities. 

21.  The  teacher  of  printing  should  be  selected  from  the  trade, 
not  from  the  school. 

22.  There  are  at  least  3,000  pupils  between  the  ages  of  14  and  16 
years  for  whom  the  present  elementary  schools  do  not  make  ade- 
quate provision. 

23.  There  are  1,250  over-age  children  between  14  and  16  years 
of  age  who  need  to  go  to  work  as  soon  as  the  law  will  permit  and 
who  should  have  an  opportunity  of  a  combination  of  work   and 
school,  by  co-operative  courses,  one-half  time  in  school  and  one-half 
time  at  work. 

24.  There  is  need  for  extension  of  continuation-school  courses 
for  pupils  between  the  ages  of  16  and  18  years  with  more  time  to 
work  and  a  lesser  portion  of  the  time  to  school. 

25.  The  chief  difficulty  with  the  present  age  and  schooling  law 
is  that  it  lacks  flexibility. 

26.  Apprenticeship  agreements  between  the  shop,  the  apprentice 
and  the  schools  are  advisable ;  certain  fundamental  points  are  sug- 
gested. 


CONTENTS. 

PAGE: 

1 .  Foreword    J I 

(a)  Preliminary  steps. 

(b)  Objects. 

2.  The  vocational  survey J3 

3.  How  the  local  data  was  secured.' 

(a)  Information  from  employers 15 

(b)  Information  from  employees 16 

4.  Conditions  in  the  industry 18 

5.  What  workers  need  to  know  before  entering  the  industry. .  .  20 

6.  What  the  schools  fail  to  accomplish 22 

7.  Opinions  of  employers  as  to  what  the  schools  can  do 24 

8.  Number  of  beginners  each  year 27 

9.  How  the  shop  trains  beginners 27 

10.  The  shop-sichool 30 

11.  Public-controlled  schools 31 

12.  Educational  content 32 

(a)  Compositors 33 

(b)  Pressmen 35 

13.  Two  kinds  of  schools 36 

(a)  Trade,  New  Haven  system 37 

(b)  Co-operative,  Philadelphia  system 37 

14.  Co-operative  and  continuation  vs.  trade  schools 38 

15.  Equipment  for  school 40 

16.  Moral  and  civic  training 41 

17.  Attitude  of  employers  toward  part-time  schools 42 

18.  Time  for  instruction 42 

19.  Training  for  journeymen 43 

20.  Short  unit  courses 44 

21.  Manual  training  . , 45 

(a)  Printing  as  manual-training  work 46 

(b)  Attitude  of  unions  toward  printing  as  manual  train- 
ing     49 

(c)  Recommendations 50 

22.  The  teacher :   his  qualifications 50 

23.  Age  and  schooling  law 50 

24.  Apprenticeship  agreements    54 

xo 


FOREWORD. 


In  the  autumn  of  1913  the  suggestion  came  from  the  Cincinnati 
Public  Schools  to  the  Chamber  of  Commerce  that  it  conduct  a 
vocational  survey  of  the  leading  industries  of  the  city  for  the  pur- 
pose of  obtaining  information  on  which  to  base  an  extension  of  the 
industrial  education  of  the  city  and  for  the  purpose  of  guidance  of 
youth  going  into  industry. 

About  the  same  time  the  suggestion  came  from  another  source 
that  the  Chamber  of  Commerce  conduct  an  industrial  survey  for 
the  purpose  of  obtaining  information  which  would  help  in  the  com- 
mercial and  industrial  development  of  the  city  in  the  way  of  locating 
new  factories,  helping  factories  already  here,  improving  housing  of 
workmen,  adjusting  freight  rates,  etc. 

For  the  consideration  of  these  propositions,  a  joint  meeting  of 
the  Industrial  Committee  and  the  Commercial  Education  Commit- 
tee was  held  November  8,  1913.  In  addition  to  the  members  of  the 
two  committees,  there  were  in  attendance  the  president  of  the 
Chamber  of  Commerce,  Superintendent  of  Schools,  school  super- 
visors and  high  school  principals  and  representatives  of  the  faculty 
of  the  University  of  Cincinnati. 

As  a  result  of  this  meeting,  there  was  transmitted  to  the  Board 
of  Directors,  on  December  I5th,  a  report  of  the  two  committees 
above  mentioned  in  which  it  was  stated  that  such  a  survey  was 
necessary  and  desirable,  for  the  following  reasons : 

1.  In  so  far  as  our  industrial  development  is  concerned,  to 
encourage  the  larger  development  of  industries  or  businesses 
already  established  in  the  city  and-  its  environs. 

2.  To  induce  outside  capitalists  to  locate  new  plants  and  es- 
tablish new  businesses  in  our  midst. 

3.  To  encourage  the  development  of  a  skilled  and  co-opera- 
tive industrial  and  commercial  working  population. 

1.  In  so  far  as  our  educational  development  is  concerned,  to 
furnish  information  on  which  to  base  an  extension  of  vocational 
education  in  Cincinnati. 

2.  To  furnish  information  as  to  opportunities  and  conditions 
in  the  vocational  world  of  Cincinnati  on  which  young  people 
may  more  wisely  base  their  choice  of  a  life  career,  and  by  which 
teachers  may  better  direct  students  to  the  kind  of  information 
which  will  best  fit  them  for  their  future  work. 

Subsequently  the  Board  of  Directors  approved  the  project,  and, 
on  January  I,  1914,  upon  the  organization  of  the  Civic  and  Industrial 
Department,  the  survey  was  placed  under  the  direction  of  its  man- 

ii 


ager  and  a  committee  of  the  following  members  of  the  Chamber  of 
Commerce :  R.  A.  Colter  (chairman),  Sidney  E.  Pritz,  Frank  P. 
Goodwin,  Walter  S.  Schmidt  and  Ernest  A.  Weier. 

The  original  idea  of  the  two  groups  proposing  a  survey  was 
that  the  two  surveys  could  be  considered  as  one,  the  intention  being 
to  proceed  at  first  with  only  a  preliminary  survey.  It  was  s6on 
found,  however,  that  the  two  surveys  would  have  to  be  conducted 
separately.  That  plan  was  adopted,  and  they  have  been  so  con- 
ducted at  the  same  time  and  under  the  same  direction. 

The  plan  adopted  by  the  committee  for  the  industrial  section 
involved  the  immediate  gathering  together  of  data  in  regard  to  the 
elements  of  the  industrial  situation  and  classification  of  this  infor- 
mation as  it  was  collected,  thus  making  it  immediately  available  for 
use  either  in  an  effort  to  locate  new  industries,  for  the  benefit  of 
enterprises  already  established  here,  for  civic  instruction  in  the 
schools,  or  for  information  to  the  citizens. 

It  -was  determined  by  the  committee  that  when  this  part  of  the 
work  was  completed  it  would  be  possible  to  decide  along  Avhat  lines 
intensive  studies  should  be  made,  if,  indeed,  it  might  not  be  possible 
to  make  several  intensive  studies  while  the  work  of  classification 
was  being  carried  on.  Coincident  with  this  work,  it  was  decided 
to  conduct  the  vocational  survey. 


12 


THE  VOCATIONAL  SURVEY. 

From  the  beginning  it  was  appreciated  that  the  right  sort  of 
working  population  was  of  the  utmost  importance  both  to  the  in- 
dustry and  to  the  municipality :  that  the  right  kind  of  workers  will 
not  only  be  the  most  efficient  workmen,  but  that  they  will  make 
better  citizens  and  better  promote  the  welfare  of  themselves  and 
the  community.  Therefore,  it  was  determined  to  emphasize  by 
particular  effort  that  part  of  the  survey  which  was  to  collect  in- 
formation which  might  assist  the  public  schools  in  better  training 
the  working  people  of  the  city. 

In  preparing  a  plan  of  the  vocational  survey,  the  Director  has 
followed  in  general  the  principles  suggested  by  Chas.  R.  Richards, 
director  of  the  Cooper  Union,  New  York,  in  a  paper  read  at  the 
Grand  Rapids  (1913)  meeting  of  the  National  Society  for  the  Pro- 
motion of  Industrial  Education. 

After  conferences  with  Mr.  C.  A.  Prosser,  secretary  of  the  Na- 
tional Society  for  the  Promotion  of  Industrial  Education ;  Mr. 
Charles  Richards,  of  the  Cooper  Union,  New  York ;  Mary  S.  Wool- 
man,  of  the  Woman's  Industrial  Union  of  Boston ;  Mr.  C.  A. 
Winslow,  of  the  U.  S.  Department  of  Labor,  and  others,  the  Di- 
rector, in  conference  with  Mr.  Frank  P.  Goodwin,  member  of  the 
ChamJDer  of  Commerce  committee,  and  the  representative  of  the 
Superintendent  of  Schools  in  the  survey,  proceeded  to  attack  the 
problem  of  the  scope  and  method  of  the  survey. 

Scope  and  Method. 

The  scope  of  the  vocational  survey  was  determined  to  be: 

1.  An  examination  into  several  important  industries  of  the 
city  with  a  view  of  determining  what  the  public  schools  may 
do   toward  the   education   of  the   workers   in   these   industries. 
(This  work  to  be  done  under  the  supervision  of  the  Director  of 
the  Survey.) 

2.  An  inquiry  into  what  the  public  schools  are  now  doing  in 
industrial  education.     (This  work  to  be  done  by  a  committee 
appointed  by  the  Superintendent  of  Schools.) 

3.  An  inquiry  into  the  facilities  now  offered  by  agencies  other 
than  the  public  schools  for  industrial  education.      (This  work 
also  to  be  done  by  a  committee  appointed  by  the  Superintendent 
of  Schools.) 

It  was  determined  to  carry  on  research  into  the  various  indus- 
tries by  means  of  questionnaires,  submitted  personally  to  employees 
and  employers ;  to  make  a  close  personal  study  of  the  manipulative 
processes  of  these  industries;  to  make  a  thorough  inquiry  into  any 


similar  surveys  that  may  have  been  made  by  others ;  to  make  a  study 
of  all  available  reports,  etc. ;  to  base  the  investigation  on  the  funda- 
mental idea  of  making  an  inquiry  into  the  educational  content  of 
the  various  occupations,  for  the  purpose  of  determining  what  a 
workman  in  a  given  occupation  needs  to  know,  what  the  shop  can 
advantageously  teach  him  and  what  the  school  should  do  to  help. 

Questionnaires  were  devised  after  a  careful  study  of  all  available 
written  and  printed  matter. 

The  whole  plan  was  then  laid  for  approval  before  Messrs. 
Prosser,  Winslow  and  Richards,  and  then  submitted  to  Dr.  Randall 
J.  Condon,  Superintendent  of  Schools,  and  the  Survey  Committee  of 
the  Chamber  of  Commerce. 

Mr.  Arthur  Boulware  was  then  employed  to  do  the  field  work, 
and  the  investigation  thus  had  its  beginning  about  April  15,  1914. 


Occupations  Selected  For  Study. 

The  committee  decided  that,  first  of  all,  a  vocational  survey 
should  be  made  of  one  or  two  industries,  in  order  that  the  best 
methods  might  be  determined  upon,  and  later  various  other  occu- 
pations be  considered  as  rapidly  as  possible. 

In  selecting  the  printing  trades  as  the  subject  for  the  first  in- 
quiry, the  committee  was  influenced  by  the  following  facts : 

1.  Of  the  four  principal  industries  it  has  the  smallest  number 
of   wage-earners.      (1910   Census — Foundry   and    machine-shop 
products,  8,534 ;  Shoes  and  leather,  7,989 ;  Clothing,  7,043 ;  Print- 
ing and  publishing,  3,866.) 

2.  It  is  generally  considered  that  wage-earners  in  the  printing 
trades  are  above  the  average  workmen  in  intelligence. 

3.  The  trade  appears  to  be  well  organized  upon  the  side  of 
the  employers,  and,  while  less  than  half  of  the  workmen  are 
members  of  the  unions,  some  of  the  occupations  are  quite  thor- 
oughly organized  and  several  large  establishments  operate  union 
shops. 

4.  The  wages  paid  appear  to  be  higher  than  those  of  the  other 
principal  industries,  as  indicated  by  the  following  schedules  from 
the  U.  S.  Census : 


Salaried 
Employee? 
to  Total 
Employees. 

Average 
Yearly 
Wage. 

Average 
Yearly 
Salary. 

Value 
Added  to 
Total 
Products. 

Wages 
to 
Total 
Products. 

Printing  and  publishing  
Foundry     and     machine-shop 
products  

23-4% 
13.0% 

$647 
=580 

$1,075 
1,265 

69.8% 

87.5% 

23% 
25.9% 

Boots  and  shoes  
Men's  clothing  

7-9% 
12.3% 

440 

417 

1,467 

1,210 

42-8% 
50-6% 

23% 
17% 

RANK  OF  PRINTING  AND  PUBLISHING 
COMPARED  WITH  OTHER  MANUFACTURING  INDUSTRIES. 

Value  of  Products:  Value  added  by  Manufacture: 

4th  in  Cincinnati.  2nd  in  Cincinnati. 

6th  in  Detroit.  4th  in  Detroit. 

7th  in  Buffalo.  2nd  in  Buffalo. 

6th  in  Cleveland.  4th  in  Cleveland. 

4th  in  St.  Louis.  2nd  in  St.  Louis. 

2nd  in  Boston.  2nd  in  Boston. 

7th  in  Pittsburg.  6th  in  Pittsburg. 

2nd  in  Philadelphia.  1st  in  Philadelphia. 

3rd  in  Chicago.  2nd  in  Chicago. 

3rd  in  New  York.  1st  in  New  York. 


INFORMATION   FROM   EMPLOYERS. 

The  information  from  employers  was  obtained  by  means  of  a 
questionnaire,  which,  accompanied  by  an  explanatory  letter,  was 
mailed  in  each  case  to  the  proprietor,  manager,  superintendent  or 
other  responsible  officer.  For  copy  of  the  questionnaire  see  Exhibit 
I.  This  questionnaire  was  submitted  to  219  selected  firms,  classi- 
fied as  follows : 

General  printing: 

In  Cincinnati 136 

Covington-Newport    8 

Machine  composition   3 

Stationers '. .  1 1 

Publishers 15 

Lithographers  9 

Lithographers  (labels  only)  2 

Engravers 20 

Blank-books — Rulers    5 

Only  about  10  per  cent  of  the  219  reports  were  returned  by  mail 
without  further  solicitation,  which  made  personal  calls  necessary. 
In  all,  62  fairly  complete  reports  were  received.  At  first  thought 
this  might  seem  to  be  very  small  percentage,  but  in  view  of  the 
fact  that  the  majority  of  printing  establishments  in  this  city  employ 
less  than  five  men  each,  returns  from  62  representative  firms  should 
establish  the  general  status  of  conditions  in  the  industry. 

The  usual  replies  given  by  the  proprietors  of  the  small  shops  in 
explaining  their  failure  to  complete  the  questionnaire  may  be 
summed  into  composite  statements  as  follows: 


1.  On  account  of  the  small  size  of  their  establishments,  they 
cannot  possibly  enter  into  any  agreement  with  the  public  schools 
to  provide  for  industrial  training  for  any  boys  employed  by  them. 

2.  If  they  were  to  furnish  any  information  it  would  be  of  no 
value,  because  their  experience  with  beginners  was  so  limited 
that  they  could  not  answer  the  questions  asked  in  regard  to  the 
relation  of  the  occupation  to  industrial  training.     Any  informa- 
tion they  might  furnish  could  be  but  guesswork  on  their  part. 

3.  It  is  the  opinion  of  the  small-shop  proprietor  that  agree- 
ments relative  to  industrial  training  for  the  work  in  the  trade 
can  only  be  carried  out  to  advantage  in  shops  where  there  are  a 
large  number  of  employees.    The  only  sort  of  industrial  training 
that  would  benefit  the  proprietor  of  the  small  shop  would  be  to 
teach  the  boy  a  trade  before  he  begins  to  work  in  the  shop. 

The  relative  size  of  the  shops  engaged  in  general  printing,  ac- 
cording to  the  number  of  men  employed,  tabulated  by  a  man  familiar 
with  the  printing  establishments  in  this  city,  is  as  follows : 

Approximately  25  shops  employ  less  than  4  men. 
Approximately  60  shops  employ  from  4  to  8  men. 
Approximately  75  shops  employ  from  8  to  15  men. 
Approximately  20  shops  employ  from  15  to  25  men. 
Approximately  20  shops  employ  from  25  to  50  men. 
Approximately  15  shpos  employ  from  50  to  100  men. 
Approximately  9  shoos  employ  from  100  to  200  men. 
Approximately  i  shop  employs  200  and  over. 

The  period  during  which  the  survey  was  conducted  was  one  of 
business  depression,  and  for  this  reason  some  of  the  employers  were 
reluctant  to  furnish  any  information  regarding  their  business  affairs, 
although  they  were  assured  that  replies  to  all  questions  were  to  be 
held  strictly  confidential. 

In  addition  to  the  general  indifference  expressed  by  a  large 
number  of  employers  toward  the  promotion  of  any  sort  of  industrial 
training  for  the  workers  in  the  trade,  the  excuse  given  by  many 
for  not  furnishing  information  was  that  they  were  compelled  to 
fill  out  several  government  and  state  reports  about  the  same  time ; 
furthermore,  because  of  the  penalty  for  non-compliance  with  state 
or  national  orders  they  would  not,  or  rather  some  said  that  they 
did  not  have  the  time  to  fill  out  any  reports  unless  they  were  com- 
pelled to  do  so.  Because  all  the  information  furnished  in  this 
investigation  was  purely  voluntary,  many  indifferent  ones  took 
advantage  of  this  state  of  affairs  and  consequently  gave  no  infor- 
mation. Completed  questionnaires  were  furnished  by  employers 
operating  both  union  and  non-union  shops. 

Information  From  Employees. 

The  first  method  adopted  to  secure  information  from  the  work- 
men was  by  direct  interview,  having  them  fill  out  the  questionnaire 
during  the  interview.  This  method  was  soon  abandoned  because 
employers  throughout  the  city  have  adopted  a  fixed  policy  of  for- 
bidding interviews  with  workmen  by  anyone.  Another  reason  for 
abandoning  the  original  plan  was  that  wrhen  the  questions  were 

16 


answered  in  the  shop  the  workmen  did  not  have  time  to  give  them 
proper  study. 

Because  of  these  things  it  was  decided  to  go  to  the  foremen  of 
the  representative  departments,  explain  to  them  the  purpose  of  the 
survey  and  secure  their  approval  of  the  work  and  give  them  ques- 
tionnaires to  be  distributed  among  the  workmen.  The  question- 
naires, each  in  an  individual  envelope,  were  then  given  out  by  the 
foremen  to  the  workmen  with  the  request  that  they  fill  them  out 
and  when  completed  return  them  to  the  foremen  or  office.  It  was 
necessary  to  revisit  some  shops  many  times  because  of  the  tardiness 
of  the  employees  in  filling  out  the  questionnaires.  For  copy  of 
questionnaires,  see  Exhibit  2. 

The  number  received  in  this  way  was  about  10  per  cent  of  the 
number  submitted.  The  total  number  completed  and  returned  was 
234,  classified  in  occupations  as  follows : 

Compositors 43 

Machine  operators 15 

Press  assistants    .*: 19 

Pressmen    42 

Binders 52 

Electrotypers 7 

Litho  men    17 

Paper-cutters 2 

Rulers    3 

Stereotypers I 

Miscellaneous    33 

We  confess  to  our  disappointment  in  not  being  able  to  obtain 
that  assistance,  from  the  workmen  in  union  establishments  and  from 
the  local  unions,  which  we  desired  and  sought  in  order  that  facts 
and  conclusions  drawn  from  them  might  represent  both  the  union 
and  the  non-union  point  of  view.  The  approval  and  assistance  which 
the  national  officials  of  organized  labor  have  given  to  similar  sur- 
veys, and  the  co-operation  which  local  unions  and  their  members 
have  given  elsewhere  in  the  development  of  industrial  education, 
lead  us  to  believe  that  as  we  pursue 'the  subject  further,  and  as  our 
purpose  is  better  understood,  we  may  expect  that  assistance  from 
the  unions  here  which  we  believe  to  be  necessary  for  the  develop- 
ment of  that  form  of  industrial  education  that  shall  meet  the  needs 
of  the  entire  community  and  which  shall  have  the  confidence  of  all. 

We  wish  to  state  frankly  that  in  this  and  all  similar  studies 
which  may  be  undertaken  the  co-operation  of  organized  labor  is 
desired,  to  the  end  that  all  interests  may  work  together  with  good 
understanding  and  good  will  in  helping  to  develop  a  system  of  edu- 
cation which,  with  equal  impartiality,  shall  benefit  the  employer 
and  the  employee — those  who  are  union  and  those  who  are  non- 
union alike. 

We  are  seeking  without  bias  of  opinion  to  obtain  the  facts;  to 
get  at  their  meaning;  to  draw  such  conclusions  and  to  make  such 
recommendations  as  may  help  the  Board  of  Education  and  those 
working  under  their  direction  to  develop  a  system  of  industrial 
education  in  Cincinnati  that  shall  make  for  better  economic,  social 
and  civic  conditions  by  producing  more  skilled  workers  and  better 
citizens. 

17 


CONDITIONS  IN  THE  INDUSTRY. 

Before  taking  into  consideration  a  program  of  industrial  train- 
ing for  any  group  of  workers,  it  will  be  well  to  consider  what  there 
is  worth  training  for  in  the  industry.  This  will  include  an  inquiry 
into  all  of  those  conditions  which  affect  the  health,  intelligence, 
manual  development,  moral  influences,  regularity  of  employment, 
hours  of  labor,  opportunity  for  promotion,  etc. 

On  the  whole,  the  printing  industry  offers  good  opportunity  for 
the  boy  who  wants  to  learn  a  trade  and  is  adapted  for  this  work. 
The  work  is  generally  healthful,  employment  regular  and  income 
good. 

Health. — A  considerable  majority  of  both  employers  and  em- 
ployees say  there  is  no  physical  or  nervous  strain  or  unhealthy 
conditions  peculiar  to  any  of  the  various  printing  trades.  There 
is  little  doubt,  however,  but  that  a  limited  number  of  compositors 
find  their  work  injurious  in  some  degree  to  the  eyes  and  nerves; 
and  in  some  shops  type  dust  affects  a  few  of  the  workers.  Occa- 
sionally a  machine  operator  finds  that  the  odor  and  fumes  of  hot 
metal  are  injurious;  some  pressmen  suffer  from  the  vapor  and  odor 
of  the  ink,  while  others  operating  rapid  and  intricate  presses  are 
subject  to  certain  nerve  and  eye  strain.  Press  feeders  in  some 
shops  may  suffer  injurious  effects  from  inhaling  paper  dust  and 
chemicals  in  the  ink,  while  pressmen  sometimes  are  also  subjected 
to  excessive  heat,  heavy  lifting  and  eye  strain. 

Intelligence. — There  is  much  in  the  work  to  stimulate  the  in- 
telligence, particularly  in  the  trades  of  compositor  and  pressman  ; 
perhaps  only  in  press  feeding  and  the  mechanical  processes  of  book- 
binding do  we  find  work  which  restricts  mental  and  manual  devel- 
opment. (See  description  of  occupations  and  processes.) 

Moral  Influence. — The  moral  influences  are  generally  good; 
there  is  no  question  as  to  this  point. 

Regularity  of  Employment. — In  the  selection  of  a  vocation, 
regularity  of  employment  is  of  great  importance,  because  it  deter- 
mines regularity  of  income;  and  that,  in  turn,  together  with  the 
rate  of  wage,  fixes  the  possible  standard  of  living.  A  recapitulation 
of  replies  to  our  questionnaire  to  manufacturers  shows  that  sixty- 
two  selected  firms  reported  a  maximum  in  service  of  2,406  and  a 
maximum  service  of  2,125  for  the  year  1913,  a  difference  of  381,  or 
16  per  cent  of  the  maximum.  Thirty-six  compositors  lost  an  average 
of  2.4  weeks  other  than  from  sickness  in  1913 ;  nineteen  lost  no  time. 
The  average  for  lost  time  in  the  other  occupations  is  approximately 
the  same.  (See  table  showing  maximum  and  minimum  employed 
in  1913.) 

Hours  of  Labor. — In  union  shops  eight  hours  constitutes  a 
day's  work,  with  four  hours  on  Saturday ;  44  hours  for  the  week. 
In  non-union  shops  the  hours  run  from  48  to  60  hours  per  week, 
with  an  average  of  52.8  for  compositors,  50  for  machine  operators, 
50  for  pressmen ;  Saturday  work  from  4  to  ST/2  hours,  but  for  the 
most  part  from  4^/2  to  5  hours. 

Wages. — The  rate  of  wage  in  the  various  trades  of  the  printing 

18 


industry  varies  from  $5.00  per  week  for  female  bookbinders  to  $30.00 
per  week  for  high-class  compositors  and  machine  hands  in  news- 
paper offices  (regular  time).  On  the  whole,  union  shops  pay  a 
higher  wage  than  do  non-union  shops.  The  union  scale  for  com- 
positors is  a  minimum  of  $21  per  week;  the  non-union  shops  pay 
from  $4.00  for  beginners  to  $28.00  per  week  for  exceptionally  skilled 
workmen.  The  average  wage  is  probably  about  $19.00  per  week. 
A  monotype-keyboard  operator  (union)  receives  $25.00  per  week, 
while  a  non-union  operator  receives  from  $10.00  for  beginners  to 
$28.00  per  week  for  the  specially  skilled.  A  union  cylinder  press- 
man receives  $22.50  per  week.  (See  table  of  wages  and  conditions 
in  the  allied  printing  trades.  Also  see  union  scale  of  wages  and 
hours  of  labor,  (J.  S.  Department  of  Labor,  Bulletin  No.  143,  page 
27.)  The  initial  wage  of  beginners  varies  from  $2.50  to  $9.00  per 
week ;  the  average  of  eighteen  shops  for  compositors  was  found  to 
be  $5.35,  and  the  average  of  fourteen  shops  for  pressmen,  $5.93. 
The  average  income  of  wage-earners  in  the  industry  is  considerably 
higher  than  the  annual  income  of  wage-earners  in  other  industries. 
Whereas,  in  1909  (U.  S.  Census  Reports)  the  average  wage  of  all 
manufacturing  establishments  in  Cincinnati  was  $520,  the  average 
wage  received  by  persons  engaged  in  printing  and  publishing  was 
$641.  This  was  lower,  however,  than  that  of  any  other  large  city 
reporting,  with  the  exception  of  Baltimore.  The  average  salary 
of  employees  in  the  printing  trades  was  $758;  the  average  salary 
of  officials,  $1,685. 

In  the  study  of  the  industry,  for  the  purpose  of  guidance  we 
should  take  into  account  the  economic  value  to  the  community. 
It  has  been  shown  that  the  printing  industry  occupies  fourth  place 
in  the  great  industries  of  Cincinnati.  In  1909,  280  establishments, 
with  a  combined  capital  of  $8,450,000,  employed  a  total  of  5,391 
persons,  3,866  of  whom  were  wage-earners.  These  280  establish- 
ments paid  annually  $3,858,000  for  services  and  turned  out  a  product 
to  the  value  of  $8,170,431. 

Promotions. — The  introduction  of  machinery  and  specialization 
have  materially  affected  promotions  in  the  printing  industry.  The 
"old  time  printer,"  who  knew  everything  and  could  do  everything 
in  connection  with  the  printing  business,  is  a  thing  of  the  past.  The 
trade  of  printing  is  now  divided  into  five  trades  or  departments :  > 
hand  compositors  ;  machine  compositors ;  cylinder  pressmen ;  platen 
pressmen ;  bindery  employees. 

The  learner  usually  begins  in  one  of  these  divisions  of  the  in- 
dustry and  sticks  to  it,  although  occasionally  cutters,  press  feeders 
and  press  assistants  leave  to  become  compositors ;  promotions  for 
the  most  part  are  departmental.  It  will  be  seen,  therefore,  that, 

owing  to  the  high  specialization  which  is  now  characteristic  of  the^ 

industry,  but  few  men  can  become  all-round  workmen.  Especially 
is  this  true  of  employees  working  under  union  rules. 

In  fact,  there  are  eleven  unions  in  the  allied  printing  trades  in 
Cincinnati,  and  no  union  man  is  allowed  at  any  time  to  do  work 
other  than  that  belonging  strictly  to  his  own  trade  as  stipulated  by^_ 
his  union.    Thus  union  men  can  never  become  all-round  workmen 

19 


even  in  small  shops.  The  very  rules  of  their  organizations  force 
a  high  degree  of  specialization  upon  them.  It  would  appear,  there- 
fore, that  the  possibility  of  union  men  becoming  foremen  or  secur- 
ing positions  as  executives  is  bound  to  be  slight,  except  after 
securing  their  all-round  training  in  small  shops,  and  then  becoming 
members  of  the  union. 

In  this  connection,  it  may  be  remarked  that  in  the  printing  busi- 
ness, as  in  all  other  lines  of  manufacture,  the  large  shop  must 
organize  its  work  with  a  high  degree  of  specialization  in  order  to 
meet  competition  and  remain  in  business.  From  this  it  would  seem 
that  in  a  large  shop  there  is  slender  opportunity  for  a  workman  to 
become  an  all-round  workman,  whether  he  is  governed  by  union 
rules  or  not. 

Number  of  Beginners  Each  Year. — As  indicated  in  another  part 
of  this  report,  the  school  should  train  no  more  beginners  for  a  given 
trade  each  year  than  the  trade  demands.  An  effort  was  made,  there- 
fore, to  learn  how  many  beginners  are  needed  each  year  in  Cincin- 
nati. As  answers  to  employers'  questionnaires  in  regard  to  this 
question  did  not  furnish  the  desired  information,  estimates  were 
obtained  from  three  persons  well  acquainted  with  the  trade — one  a 
trade-union  representative,  one  an  official  of  an  employers'  organi- 
zation, and  one  an  employer.  The  estimates  of  the  trade-union 
representative  are  highest.  The  average  of  the  three  indicates  that 
the  trade  demands  annually  about  35  compositors,  25  pressmen,  65 
press  feeders  and  press  assistants.  For  detailed  information  in  re- 
gard to  these  and  other  trades  connected  with  the  printing  industry 
see  Exhibit  5. 

WHAT  WORKERS  NEED  TO  KNOW  BEFORE  ENTERING 

THE  INDUSTRY. 

In  considering  the  problem  of  industrial  education  for  workers 
in  the  printing  trade,  we  should  begin  by  endeavoring  to  determine 
what  workers  need  to  know  before  entering  the  industry.  This  may 
be  answered  in  part  by  statements  of  workmen  as  to  their  age  and 
scholastic  attainments  at  the  time  of  entering. 

The  reports  from  hand  compositors  indicate  the  average  age  at 
which  workers  left  school  was  14.6  years,  and  that  the  men  report- 
ing on  an  average  completed  7.7  grades  of  the  elementary  school. 
In  reports  from  37  compositors,  we  find  9  who  claim  that  they  have 
not  been  hampered  by  a  lack  of  school  training;  nineteen  failed  to 
answer  this  question.  Of  the  37  compositors  reporting,  6  went  to 
night  school,  5  taking  general  commercial  courses  and  I  two  terms 
of  the  printers'  school. 

Reports  from  14  machine  operators,  all  of  whom  passed  through 
the  eighth  grade,  show  an  average  age  of  15  years  at  leaving  school. 
In  regard  to  lack  of  training  before  entering  the  industry,  9  gave 
no  information  and  2  reported  that  they  were  not  hampered  by  a 
lack  of  knowledge;  I  reported  himself  deficient  in  spelling  and 
punctuation ;  I  reported  advancement  slow,  but  did  not  attribute 
this  to  any  lack  of  training. 

20 


Machine  compositors  seem  to  appreciate  more  fully  the  necessity 
for  additional  training  than  do  hand  compositors.  From  14  reports 
received,  6  workmen  made  use  of  the  night  school,  taking  courses 
in  art,  English,  architecture,  etc.,  and  I  took  a  course  in  linotype 
operating. 

The  schooling  of  press  feeders  and  pressmen  before  entering  the 
industry  compares  favorably  with  that  of  compositors.  The  average 
age  at  which  press  feeders  left  school  was  15.4  years;  they  com- 
pleted on  an  average  7.5  grades  of  the  elementary  schools.  Press 
feeders,  however,  are  better  satisfied  with  their  scholastic  attain- 
ments than  are  compositors.  From  a  total  of  19  reports,  17  re- 
ported not  hampered  by  a  lack  of  knowledge  or  school  training. 
The  greater  satisfaction  of  pressmen  and  press  feeders  with  their 
scholastic  attainments  is  further  emphasized  by  the  fact  that  only 
two  of  those  reporting  received  any  school  training  after  leaving 
the  elementary  school.  As  has  been  said  before,  the  occupation  of 
press  feeders  does  not  require  a  person  with  a  high  degree  of  in- 
telligence, but  in  as  much  as-pressmen  are  chosen  from  the  ranks 
of  press  feeders,  it  behooves  a  press  feeder  to  make  all  the  prepara- 
tion needed  by  a  pressman. 

Reports  received  from  41  pressmen  indicate  the  average  age  of 
leaving  school  as  14.7  years,  and  that  on  an  average  they  completed 
the  7th  grade.  The  pressmen  reporting  seem  not  to  regard  them- 
selves as  being  hampered  by  lack  of  knowledge  or  school  training, 
as  only  i  man  reported  any  lack  of  training  in  spelling  and  reading; 
only  6  reported  any  school  attendance  since  leaving  the  elementary 
school.  These  attended  the  Y.  M.  C.  A.  night  school,  taking  general 
course  in  English,  etc.  In  no  instance  does  any  man  report  at- 
tendance at  a  printers'  school. 

It  appears,  therefore,  that  from  the  journeyman's  standpoint,  a 
common-school  education  in  the  fundamental  subjects,  writing, 
grammar,  spelling,  arithmetic,  etc.,  is  sufficient  for  entering  into  the 
printing  industry.  A  few  of  the  men  recommend  the  study  of  de- 
sign, history  of  printing,  etc.,  in  the  elementary  school. 

The  value  of  high-school  training  was  reported  upon  as  follows : 


Occupation. 

Number 
Reporting. 

Is  Any  High-School 
Training  of  Value? 

Would  Complete  High 
School  Course  be  of 
Advantage? 

Yes 

No 

No  Inf. 

Yes 

No 

No  Inf. 

Compositors  
Machine  operators  .  .  . 
Press  feeders 

36 
13 
19 
42 

25 

10 

7 
19 

7 
3 
9 
13 

4 

0 

3 
10 

22 

8 
8 
17 

8 
17 

6 

2 

3 
ii 

Pressmen  .... 

The  above  table  indicates  that  the  majority  reporting  recom- 
mend high-school  training  for  beginners,  in  spite  of  the  fact  that 
answers  to  previous  questions  indicate  that  they  have  no  apprecia- 
tion of  a  lack  of  school  training.  We  thus  see  that  although  the 


21 


men  fail  to  state  what  specific  training  they  lack,  still  they  report 
that  high-school  training  would  be  desirable.  It  is  evident  that  a 
majority  of  the  men  realize  their  lack  of  education  but  cannot  state 
just  in  what  subjects  they  are  deficient. 

If  we  examine  the  returns  from  the  employers  we  find  that  the 
consensus  of  opinion  is  that  any  school  training  for  workmen  other 
than  compositors  beyond  the  eighth  grade  is  not  necessary.  De- 
tailed reports  as  follows :  not  necessary,  23 ;  would  be  of  value  to 
compositors  only,  18 ;  of  value  to  all  occupations,  5 ;  no  informa- 
tion, 12. 

In  answer  to  the  inquiry,  "Would  experience  seem  to  indicate 
that  a  high-school  course  is  of  advantage?"  37  employers  answer 
no;  20  answer  yes ;  and  5  did  not  venture  an  opinion.  In  answer 
to  the  question,  "For  what  occupation  wrould  high-school  training 
be  of  value?"  27  say  compositors;  i,  pressmen;  2,  all. 

The  reports  of  employers  and  employees  alike  indicate  that  noth- 
ing less  than  a  completion  of  the  eighth  grade  of  the  elementary 
school  will  suffice  for  success  in  the  printing  trades.  The  reports 
of  employees  show  that  a  considerable  proportion  believe  that 
schooling  beyond  the  eighth  grade  would  be  valuable  especially 
for  compositors.  What  should  be  the  nature  of  such  schooling  will 
be  discussed  later  in  the  report. 

WHAT  THE  SCHOOLS  FAIL  TO  ACCOMPLISH. 

Reports  of  those  in  the  industry  indicate  that  the  schools  do 
not  do  all  that  could  be  done  to  train  persons  before  entering  the 
industry.  As  has  been  said,  the  majority  of  employees  are  satisfied 
with  their  scholastic  attainment;  only  a  few  realize  that  they  lack 
training  in  spelling,  grammar,  punctuation,  arithmetic,  etc.  Em- 
ployers, however,  in  nearly  every  instance  indicate  that  beginners 
lack  in  general  intelligence  and  that  they  are  deficient  in  reading, 
writing,  grammar,  punctuation,  capitalization,  etc.  The  very  lack 
of  general  intelligence  in  workmen  should  account  for  their  failure 
to  appreciate  their  lack  of  proper  school  training,  and  their  conse- 
quent shortcomings  as  workmen. 

Has  such  a  reputation  become  established  only  by  boys  who 
have  not  completed  the  eighth  grade,  or  are  these  defects  common 
to  all  but  the  exceptional  learner?  Unfortunately,  we  have  no  data 
by  which  to  answer  this  question,  but  from  what  we  know  of  the 
scholarship  of  the  eighth-grade  graduates  we  have  reason  to  believe 
that  many  of  them  go  into  the  printing  industry  with  insufficient 
preparation  in  English  and  arithmetic. 

This  condition  has  already  existed  and  will  perhaps  continue  to 
exist  in  so  far  as  our  schools  continue  the  present  system  of  aca- 
demic instruction.  This  is  due  to  the  fact  that  our  teachers  for  the 
most  part  do  not  know  the  needs  of  the  industry  and  the  students 
have  no  vocational  motive  for  pursuing  their  studies.  This  is  also 
due  to  the  fact  that  for  some  reason  the  children  are  not  thoroughly 
trained  in  the  fundamental  branches.  How  the  vocational  motive 
may  be  used  as  a  guide  and  stimulant  for  the  learning  of  necessary 
fundamentals  will  be  discussed  later. 

22 


In  this  connection  numerous  employees  believe  that  the  ele- 
mentary school  is  merely  a  preparation  for  high  school ;  that  the 
chief  business  of  the  high  school  is  to  prepare  for  college,  and  that 
in  a  considerable  degree  the  whole  school  system  serves  those  who 
would  enter  the  professions  rather  than  those  who  enter  industry. 
In  the  past  there  has  been  a  measure  of  truth  with  which  to  sub- 
stantiate such  an  opinion,  but,  fortunately,  we  are  fast  getting  away 
from  such  a  condition,  and  this  survey  is  but  an  illustration  of  an 
earnest  effort  in  that  direction. 

The  mere  fact  that  a  boy  knows  that  he  will  have  to  go  to  work 
from  the  eighth  grade,  but  believes  that  the  instruction  given  him 
is  for  the  purpose  of  guiding  him  to  high  school,  is  in  itself  suf- 
ficient reason  to  explain  indifference  to  his  studies  and  consequent 
lack  of  fundamental  knowledge.  Might  not  this  state  of  affairs 
account  to  some  extent  for  the  lack  of  vocational  motive? 

In  this  connection  we  should  direct  attention  to  the  fact  that 
proficiency  in  fundamental  studies  by  a  youth  who  will  never  reach 
the  high  school  can  be  greatly  promoted  by  having  teachers  em- 
ployed in  the  lower  grades  who  can  and  will  inspire  their  pupils. 
These  youths  need  such  inspiration  more  than  any  other  class  of 
school  pupils. 

More  serious  in  nature  are  the  ethical  and  social  charges  against 
the  schools  which  this  inquiry  has  developed.  Employers  complain 
that  the  boys  entering  the  shop  now-a-days  are  too  "soft,"  conse- 
quently they  fail  to  grasp  the  work  idea  properly  and  are  not  prop- 
erly amenable  to  discipline.  They  attribute  this  to  a  considerable 
degree  to  too  little  association  with  men  teachers  in  the  upper 
grades  of  the  elementary  schools ;  but  perhaps,  in  so  far  as  these 
charges  are  well  founded,  the  blame  should  be  distributed  between 
the  home,  the  school  and  the  inexperience  of  youth. 

Furthermore,  employers  claim  that  beginners  are  indifferent  to 
their  work  and  lack  ambition  and  the  "stick-to-it-iveness"  necessary 
for  success.  They  say  that  the  majority  of  boys  whom  they  employ 
will  quit  one  position  and  go  to  another  for  a  slight  increase  in 
wages,  in  spite  of  the  fact  that  the  frequent  change  of  position  re- 
duces to  a  minimum  the  opportunity  for  becoming  expert  workmen. 
This  tendency  in  the  youthful  workers  is  perhaps  increased  by  the 
low  wages  which  boys  receive  on  entering  the  trade.  In  the  print- 
ing industry,  as  in  all  work  requiring  skill,  the  beginner  can  earn 
only  a  very  small  initial  wage;  and,  unfortunately,  too  many  boys 
on  entering  a  trade  think  more  of  the  present  wage  than  of  the 
future  income. 

It  is  the  opinion  of  numerous  employers  that  the  school  is  largely 
at  fault  for  boys  leaving  school  to  enter  employment  with  no  definite 
ethical  and  economic  ideals  in  regard  to  industrial  life.  The  general 
complaint  is  that  they  leave  school  without  a  definite  plan  regarding 
their  future  work,  that  they  lack  stability,  that  they  will  not  stay 
with  one  employer  long  enough  to  learn  a  trade  and  that  they  are 
without  a  sense  of  responsibility  to  employers,  to  the  trade,  to  them- 
selves. Certainly  it  is  true  that  they  consider  the  immediate  wage 

23 


only,  and  do  not  have  a  proper  appreciation  of  the  difference  be- 
tween the  skilled  workman  and  one  who  can  do  unskilled  work  only. 

There  is  no  doubt  that  a  system  of  vocational  guidance  which 
embodies  economic  and  ethical  instruction  of  such  a  nature  as  to 
inspire  the  boy  with  correct  ideals  concerning  his  relation  to  the 
job,  would  be  welcomed  by  employers  and  of  undoubted  value  to 
the  boy  himself. 

Some  employers  have  expressed  themselves  as  believing  that 
through  the  introduction  of  vocational  training  and  vocational  guid- 
ance the  schools  will  be  able  better  to  analyze  the  mental  and 
manual  characteristics  of  boys  for  the  purpose  of  discovering  the 
special  occupation  for  which  each  may  be  fitted.  For  example,  from 
this  survey  it  has  been  determined  that  a  considerable  degree  of 
intelligence,  accuracy,  patience,  color  sense,  keenness  of  sight,  dex- 
terity and  artistic  feeling  are  necessary  to  a  compositor  for  success. 
By  'some  simple  tests  combined  with  the  work  of  the  school  it  might 
possibly  be  determined  to  what  extent  students  possess  those  char- 
acteristics. In  this  way,  those  fit  for  the  occupation  might  be  se- 
lected, or  at  least  many  of  the  unfit  eliminated. 

OPINIONS  OF  EMPLOYERS 
AS  TO  WHAT  THE  SCHOOL  CAN  DO. 

There  is  a  great  diversity  of  opinion  among  employers  as  to  whal 
the  schools  can  and  should  do  for  the  worker  before  entering  the 
industry ;  what  the  shops  expect  from  the  material  that  they  re- 
ceive ;  what  in  their  opinion  should  be  done  as  to  possible  changes 
in  the  present  school-child-labor  law;  whether  laws  should  be 
passed,  and  what  is  needed  in  the  city  in  the  way  of  trade  instruc- 
tion. 

The  following  quotations  from  letters  received  are  presented  as 
illustrations  of  what  employers  think  in  regard  to  those  questions. 
In  regard  to  the  attitude  of  the  boy  to  his  job,  one  employer  says : 

Teachers  all  through  the  schools  should  emphasize  the  necessity 
for  the  boy's  selection  of  a  proper  vocation  and  his  faithful  attention  to 
that  vocation,  with  the  object  of  becoming  a  master  hand.  He  should 
be  taught  to  consider  the  vocation  as  a  journeyman,  and  not  for  what 
he  can  earn  while  learning  the  trade.  The  greatest  obstacle  to-day  in 
securing  apprentices,  whether  they  are  from  the  schools  or  from  the 
streets,  is  the  fact  that  the  boy  is  more  interested  in  what  he  will  earn 
at  the  present  day  than  what  he  will  earn  when  he  is  a  journeyman. 
The  boy  is  encouraged  by  the  parents,  who  want  the  immediate  dollar. 

It  should  be  srround  into  the  bov  in  school  that  the  world  needs 
good  workmen,  competent  to  fill  the  man's  job,  and  that  he  will  get 
plenty  of  money  for  his  work  if  he  is  a  good  workman.  It  should  be 
impressed  upon  him  strongly  all  through  the  schools  that  it  is  more 
important  that  he  should  serve  his  apprenticeship  with  people  who  will 
teach  him  the  trade  thoroughly,  than  that  he  receive  high  wages  for 
what  he  does.  I  believe  that  if  the  schools  made  it  a  point  to  advance 
these  ideas  and  emphasize  them  to  the  pupils,  both  male  and  female, 
they  would  accomplish  inestimable  good  to  the  mechanical  arts  if  they 
did  not  do  another  thing.  It  would  place  the  apprentice  in  the  right 
attitude,  and  that  is  more  than  half  the  battle. 

24 


Another  employer  sees  no  need  of  a  continuation  or  co-operative 
course,  especially  for  printers ;  nevertheless,  he  emphasizes  in  a 
general  way  the  value  of  co-operative  training  for  apprentices  in 
such  a  way  as  to  indicate  that  he  would  become  a  ready  ally  to 
special  trade  training  for  workers  in  all  printing  trades.  His  re- 
marks in  regard  to  the  age  and  scholarship  question  and  the  co- 
operative system  are  as  follows : 

What  I  am  about  to  say  may  at  first  blush  seem  reactionary,  but 
a  careful  perusal  will  show  that  it  is  entirely  in  accord  with  the  latest 
developments  in  pedagogy,  psychology  and  social  economics.  It  is  my 
firm  conviction  that  the  age  limit  for  workers  is  entirely  too  high  at 
sixteen.  Many  families  can  ill  afford  to  send  boys  and  girls  to  school 
until  that  age,  and  insist  on  a  relatively  high  wage  for  them  when  they 
are  permitted  to  enter  shops  and  factories.  This  wage  is  so  high  that 
no  effort  is  made  to  produce  thorough,  all-round  mechanics,  but  rather 
specialists,  who  soon  can  earn  enough  to  justify  their  remaining  at  the 
trade  or  employment. 

It  is  also  a  fact,  that  by  the  Binet  and  other  psychologic  tests  it  is 
demonstrated  that  a  considerable  percentage  of  adults  are  found  to  be 
morons,  incapable  of  mental  development  much  beyond  the  age  of 
twelve  or  fourteen.  It  naturally  follows  that  legal  educational  require- 
ments, which  demand  school  attendance  to  the  age  of  sixteen,  either 
must  furnish  manual  training  or  several  years  are  being  wasted,  if  not 
absolutely  dangerous  to  the  moral  fabric  of  the  individual.  I  believe 
that  if  boys  become  apprentices  in  trades,  not  dangerous,  at  the  age  of 
twelve,  and  co-operative  training  with  the  public  schools  could  be  estab- 
lished, the  general  good  would  be  better  subserved  at  present. 

Another  expresses  himself  as  believing  that 

The  industrial  training  given  in  the  public  schools  should  be  pri- 
marily along  the  lines  of  industry  which  a  boy  or  girl  contemplates 
following.  First  a  common-school  education,  then  special  training  along 
lines  the  pupil  proposes  to  follow.  Take,  for  example,  a  boy  who  desires 
to  take  up  typesetting.  He  should  make  a  specialty  of  spelling,  capitali- 
zation, grammar  and  punctuation.  He  should  study  English,  literature, 
and  should  be  compelled  to  do  a  certain  amount  of  reading  to  familiarize 
himself  with  names,  events  and  the  Queens'  English.  Boys  taking  up 
electrotyping  or  press  work  should  have  some  knowledge  of  chemistry 
and  also  of  mechanics.  They  should  know  all  about  the  construction 
of  the  machines  they  intend  to  handle  and  be  able  to  detect  any  defects 
in  the  machinery. 

An  employer  favorable  to  the  co-operative  plan  says : 

There  is  no  difficulty  peculiar  to  the  printing  trade  that  would 
hinder  the  adoption  of  a  co-operative  course.  Where  an  office  only 
employs  one  apprentice,  under  the  co-operative  plan  two  would  be  re- 
quired— one  attending  school  for  a  week  while  the  other  would  work 
in  the  shop  that  same  week,  or  vice  versa.  By  this  arrangement  one 
of  the  boys  would  be  constantly  employed,  and  at  no  time  would  the 
shop  be  without  a  boy.  In  the  school  of  practice — the  shop — the  lad 
would  soon  find  in  what  studies  he  is  deficient  and  make  an  effort  to 
make  up  in  such  studies. 

Two  or  three  years  of  co-operative  work  should  prepare  a  student 
for  his  life  work  and  upon  leaving  school  make  him  an  advanced  ap- 
prentice in  the  shop  in  which  he  has  been  working  only  part  of  the  time. 
The  co-operative  student,  after  two  or  three  years'  work,  should  be  of 
more  value  to  his  employer  than  the  apprentice  who  did  not  have  the 
advantage  of  special  training  in  the  public  school,  and,  being  more  valu- 
able, will  receive  more  pay. 

25 


As  an  expression  of  what,  in  the  opinion  of  a  large  number  of 
employers  and  employees,  the  public  school  cannot  do,  we  quote  the 
following  from  the  report  of  a  survey  of  the  apprentice  system  made 
by  the  United  Typothetae  of  America  in  1912: 

Many  professional  public  instructors,  as  well  as  not  a  few  inde- 
pendent students  of  trade  education,  advocate  the  establishment  of  so- 
called  ''vocational"  or  industrial  schools  as  a  part  of  our  public-school 
system,  and  in  various  localities  this  theory  of  trade  training  has  been 
at  least  partially  adopted. 

Your  committee  has  given  this  phase  of  the  subject  most  careful 
study  and  very  serious  consideration,  and  has  arrived  at  the  conclusion 
held  by  most  progressive  employers,  viz.:  That  the  technique  and  hand- 
skill  of  a  trade  must  be  taught  where  the  trade  is  being  practiced. 

This  belief  of  your  committee  is  likewise  shared  by  practically  all 
printers  who  have  answered  question  twelve  in  our  letter.  Out  of  a 
total  of  180,  only  2  suggested  that  the  training  of  printers'  apprentices 
could  be  successfully  accomplished  through  the  public  schools.  Your  com- 
mittee emphasized  this  fact  because  the  public  press  and  many  educa- 
tional publications,  combined  with  various  national,  state  and  municipal 
educators  and  officials,  tend  to  the  belief  that  trade  training  is  a  proper 
function  of  public-school  work,  as  outlined  in  the  following  quotation 
from  the  Commissioner  of  Education  of  the  State  of  New  York:  "It  is 
the  business  of  the  schools  to  serve  the  masses  so  as  to  make  it  worth 
while  for  the  people  to  have  their  children  remain  in  school,  not  only 
until  they  have  acquired  the  elements  of  an  English  education,  but  also 
such  efficiency  as  will  qualify  them  for  some  gainful  vocation  of  the 
hand  as  much  as  one  of  the  head." 

The  principal  objection  offered  by  intelligent  employers  to  the 
above  statement  is  that  the  average  public  school,  because  of  the  great 
diversity  of  subjects  now  taught  or  attempted,  does  not  make  it  "worth 
while"  to  have  the  children  remain  in  school  long  enough  to  acquire 
the  elements  of  an  English  education.  In  other  words,  that  the  boys 
who  yearly  present  themselves  to  the  employers,  seeking  situations,  are 
generally  sadly  deficient  in  those  things  that  are  the  primal  functions 
of  the  public  schools,  namely,  the  ability  to  think,  to  observe,  to  reason, 
and  to  give  intelligent  expression  to  the  thought.  What  the  employ- 
ers of  this  country  demand  from  the  public  schools,  before  trade 
training  is  attempted  as  a  public  function  is  a  revision  of  present  teach- 
ing methods  that  will  hold  the  interest  of  the  young  boys  and  girls  and 
result  in  graduates  who  can  think  straight,  think  in  numbers,  think  in 
drawing,  think  in  color,  form  and  proportion,  together  with  a  scientific 
manual  or  vocational  training  that  wilt  enable  the  hand  to  give  expres- 
sion to  the  thought. 

Again,  public-school  trade  training  of  immature  youth  will  simply 
result  in  turning  loose  a  horde  of  cheap,  inexperienced  young  workmen 
who  must  unlearn  under  practical  shop  conditions  many  of  the  things 
they  supposedly  learned,  instead  of  giving  to  the  employer  a  well-devel- 
oped, mentally  alert  youth,  all  ready  for  serious  trade  study. 

^  Employers  and  workers  generally  agree  with  the  U.  T.  A.  com- 
mittee that  "the  technique  and  hand  skill  of  a  trade  must  be  taught 
where  the  trade  is  being  practiced,"  but  the  committee  seems  to  fail 
completely  in  seeing  the  possibility  of  some  co-operative  system 
wherein  school  and  shop  work  together,  each  supplementing  the 
other.  That  will  be  discussed  later  in  this  report. 


26 


NUMBER  OF  BEGINNERS  EACH  YEAR. 

As  indicated  in  another  part  of  this  report,  the  school  should 
train  no  more  beginners  for  a  given  trade  each  year  than  the  trade 
demands.  An  effort  was  made,  therefore,  to  learn  how  many  be- 
ginners are  needed  each  year  in  Cincinnati.  As  answers  to  em- 
ployers' questionnaires  in  regard  to  this  question  did  not  furnish 
the  desired  information,  estimates  were  obtained  from  three  persons 
well  acquainted  with  the  trade,  one  a  trade-union  representative, 
one  an  official  of  an  employers'  organization,  and  one  an  employer. 
The  estimates  of  the  trade-union  representative  are  highest.  The 
average  of  the  three  indicates  that  the  trade  demands  annually  about 
35  compositors,  25  pressmen,  65  press  feeders  and  press  assistants. 
For  detailed  estimates  in  regard  to  these  and  other  trades  connected 
with  the  printing  industry,  see  Exhibit  5. 


HOW  THE  SHOP  TRAINS  BEGINNERS. 

Having  considered  the  relation  of  the  school  to  the  learner  and 
to  the  industry,  let  us  now  consider  what  the  shop  is  doing  to  train 
its  workmen  and  wherein  it  fails  in  the  performance  of  that  duty. 

The  old  way  of  learning  a  trade,  through  an  apprenticeship 
which  led  the  worker  through  a  series  of  practical  experiences  re- 
sulting in  an  all-round  workman,  has  about  become  a  thing  of  the 
past. 

Under  our  laws,  no  agreement  can  be  made  with  a  parent  or^* 
guardian  which  is  binding  on  the  boys.     With  the  specialization 
of  modern  business,  there  is  no  longer  the  need  for  all  workmen 
to  understand  fully  the  various  kinds  of  work  done  in  an  establish- 
ment.    With  the  limitation  of  the  variety  of  knowledge  and  skill 
necessary  has  come  a  reduction  in  the  time  required  for  a  person 
to  learn  how!  to  do  his  particular  kind  of  work.     Apprentices  in     . 
these  times  do  not  become  "all-round  printers,"  but  compositors/ 
pressmen,  press  feeders,  etc.,  as  the  case  may  be.     There  are  few 
bona  fide  apprentices  in  Cincinnati  shops  except  the  small  number 
working  under  agreements  with  the  unions. 

All  evidence  seems  to  indicate  that  as  a  rule  a  boy  is  permitted 
to  learn  his  trade  in  a  haphazard  way.  A  learner  is  put  into  a  cer- 
tain department  of  the  industry  and  he  acquires  only  a  knowledge 
of  the  particular  branch  at  which  he  works.  There  is  no  attempt 
to  give  him  more  than  an  understanding  of  a  very  small  part  of  the 
business.  He  must  depend  entirely  for  his  training  on  the  foreman 
and  journeyman,  and  sometimes  that  is  little  enough.  He  simply 
picks  up  knowledge  and  experience  from  what  he  sees  others,  do. 
The  results  of  our  local  investigation  are  fully  corroborated  by  the 
survey  of  the  U.  T.  A.,  in  which  the  members  reported  1,053  aP~ 
prentices  as  follows : 

Compositors 533  Average    I  to  shop. 

Platen-press  men 255  Average  ^  to  shop. 

Cylinder-press  men 216  Average    f  to  shop. 

Scattering 49 

27 


Of  the  496  shops,  397  reported  866  boys,  of  whom  only  145  will 
have  an  opportunity  to  learn  some  department  of  the  industry.  The 
other  721  will  be  given  no  opportunity  whatever. 

Out  of  407  U.  T.  A.  shops,  280  give  absolutely  no  attention  to 
the  training  of  apprentices,  while  127  report  that  they  give  some 
attention,  practically  all  by  journeymen  and  foremen. 

The  U.  T.  A.  later  made  a  similar  investigation  among  the  shops 
not  members  of  the  U.  T.  A,,  and  found  similar  results.  The 
average  of  apprentices  in  shops  not  members  of  the  U.  T.  A.  is  as 
follows : 

Compositors Average  ^  to  shop. 

Platen-press  men Average  l/^  to  shop. 

Cylinder-press  men Average  ^  to  shop. 

Only  490  out  of  1,119  boys  employed  in  573  shops  will  have 
opportunity  eventually  to  advance  to  the  grade  of  apprentice. 

But  a  more  detailed  statement  of  how  apprentices  are  trained 
may  be  helpful.  Boys  usually  enter  printing  establishments  in  the 
capacity  of  errand  boys,  and  in  addition  to  their  regular  work  they 
are  occasionally  allowed  to  assist  about  the  presses,  in  this  way 
familiarizing  themselves  with  the  general  work  of  the  shop.  The 
length  of  time  which  a  boy  spends  at  this  work  will  vary,  depending 
upon  the  size  of  the  shop  and  the  attitude  or  ability  of  the  boy. 

When  an  opening  occurs,  one  of  the  errand  boys  is  selected  to 
start  in  as  a  learner.  No  particular  attention  is  paid  to  his  fitness 
for  the  kind  of  work  for  which  he  is  chosen,  but  if  he  prove  to  be 
not  suited  for  the  work  in  question  he  will  not  be  retained. 

If  a  boy  be  selected  for  the  composing  room,  he  has  a  variety 
of  sub-occupations  to  enter.  As  a  rule,  beginners  distribute  type 
in  the  cases ;  later  they  may  do  plain  reset  work ;  finally  they  may 
be  promoted  to  journeyman  in  one  of  the.  other  sub-occupations. 
Generally,  no  person  is  chosen  to  operate  a  typesetting  machine 
who  has  not  at  one  time  worked  as  a  compositor  at  the  case. 

When  a  boy  enters  the  pressroom  he  becomes  at  first  a  feeder, 
then  a  press  assistant  and  finally  a  pressman.  This  is  a  very  desir- 
able branch  of  the  trade,  because  of  the  many  different  kinds  of 
presses  now  used  and  the  many  new  kinds  that  are  continually  being 
placed  on  the  market.  The  lithograph-stone  pressman  represents 
the  high-grade  and  well-paid  occupations.  There  is  a  good  field 
for  those  who  are  familiar  with  ofTset-press  work,  owing  to  the 
recent  introduction  of  this  press  into  many  new  fields. 

The  boy  who  is  chosen  for  bindery  work  may  become  a  for- 
warder or  operator  of  heavy  machines  or  do  other  work  where 
women  are  not  employed.  The  boy  who  is  chosen  to  operate  a 
paper  cutter  or  a  folding  machine  is  unfortunate  indeed,  because  in 
this  branch  of  the  trade  there  is  absolutely  no  chance  for  advance- 
ment. 

Lithography  and  engraving  are  the  two  industries  in  which 
alone  the  present  apprenticeship  system  seems  to  meet  the  need  for 
skilled  workmen.  These  two  industries  are  well  unionized  in  Cin- 
cinnati, and  the  term  of  apprenticeship  for  learners  is  a  long  one, 
from  five  to  six  years.  A  high  type  of  workman  is  demanded  in 
these  trades. 

28 


In  newspaper  offices  the  situation  is  somewhat  different  from 
conditions  in  other  shops.  All  of  the  newspapers  in  this  city  employ 
union  labor  exclusively  and  have  their  own  special  agreements  with 
the  various  unions.  The  departments  into  which  the  newispaper 
offices  are  divided  are  the  composing  room,  stereotype  department, 
the  pressroom  ;  in  some  of  the  larger  establishments  there  is  a  photo- 
engraving department.  As  the  newspaper  offices  are  all  unionized,*" 
an  apprentice  works  under  union  apprentice  rules.  If  he  enters 
the  composing  room,  he  starts  in  as  a  galley  carrier,  or  in  some 
other  messenger  service.  Apprentices  are  advanced  according  to 
the  terms  of  agreement  between  the  officers  of  the  local  unions  and 
the  newspaper  office.  (See  copy  of  agreement.) 

In  the  stereotype  department  the  apprentice  agreement  also 
states  through  what  routine  the  apprentice  goes.  Very  little  stereo- 
typing is  done  outside  of  newspaper  offices,  and  consequently  it  is 
a  trade  that  is  strongly  unionized. 

In  the  pressroom  beginners  generally  start  as  fly  boys.  As  much 
of  the  work  in  this  department  is  of  a  heavy  nature,  the  tendency 
is  to  start  an  apprentice  at  a  somewhat  later  age  than  is  the  case 
in  other  branches.  In  order  to  be  eligible  as  apprentice  pressmen, 
learners  must  have  worked  four  years  in  the  pressroom  under  the 
jurisdiction  of  the  press  assistants'  union.  See  local  union  agree- 
ment, Exhibit  32. 

That  the  local  situation  as  heretofore  described  is  but  an  illus- 
tration of  a  condition  that  exists  in  the  printing  industry  through- 
out the  country  is  shown  by  the  U.  T.  A.  report,  which  says  that 
apprentice  instruction,  with  very  few  exceptions,  consists  of  simply 
turning  the  boy  over  to  the  foreman  or  to  some  workman  who  does 
or  does  not  instruct  the  boy,  according  to  his  inclination  or  oppor- 
tunity, and  that  such  instruction  when  given  consists  of  the  simplest 
fundamentals.  The  boy  has  no  opportunity  to  receive  advanced 
instruction  that  would  possibly  make  him  a  better  and  more  effi- 
cient workman  than  his  journeyman  teacher.  In  other  words,  the 
most  that  can  possibly  be  hoped  for  under  this  kind  of  apprentice- 
ship instruction  would  be  to  eventually  have  new  workmen  that 
would  know  as  much  as  the  old,  whereas  our  investigation  has 
developed  a  universally  urgent  need  for  better  informed  and  more 
efficient  workmen. 

The  report  further  says : 

The  employer  is  usually  too  busy  with  his  competitors  to  spend 
much  time  in  the  instruction,  even  if  he  had  the  disposition  to  do  so; 
so  the  boy  is  left  to  the  tender  mercies  of  his  associates.  He  may  fall 
into  the  hands  of  a  man  who  will  initiate  him  in  his  work  and  inspire 
him  with  a  desire  to  perfect  himself  by  observation  and  study;  but  such 
cases  are  exceptional.  The  boy  himself  enters  upon  his  work  without 
any  clear  idea  of  its  nature,  its  difficulties  or  its  possibilities.  He  has  a 
job,  and  that  suffices  for  the  present.  He  is  associated  with  persons 
older  than  himself  and  easily  takes  on  the  habits  of  speech  and  action 
of  those  about  him.  In  many  cases  the  taste  for  work  which  he  has 
brought  with  him  from  school  gives  way  to  habits  of  indifference  and 
idleness.  He  does  not  get  inspiration  from  the  little  piece  of  trade 
taught  him,  soon  regards  his  work  as  drudgery  and  so  becomes  an  easy 
learner  of  the  lessons  of  the  street. 

29 


If  the  opportunities  for  a  beginner  to  learn  a  trade  in  a  job 
office  or  book-publishing  house  are  limited,  the  chances  in  a  news- 
paper office  are  much  less. 

The  U.  T.  A.  report  says : 

Many  letters  were  received  from  newspaper  owners,  publishers, 
managers  and  composing-room  foremen  greatly  lamenting  the  rush  of 
business  and  turmoil  of  newspaper  publication  which  prevented  the 
giving  of  attention  to  this  subject. 

Inquiries  were  also  made  of  a  number  of  newspaper  journeymen 
asking  them  if  they  would  desire  their  sons  to  be  taught  the  trade  of 
compositor  in  their  office.  In  each  instance  the  workmen  replied  sub- 
stantially that  they  would  not  want  their  sons  taught  the  trade  of  com- 
positor in  their  office  because:  (i)  they  would  only  half  learn  the  trade — 
time  was  so  limited;  (2)  newspaper  composing  rooms  rarely  attempted 
to  train  boys. 

Enough  has  been  said  to  indicate  that  the  shop  is  failing  in  its 
duty  toward  the  apprentice.  Fortunately,  a  considerable  number 
of  employers  are  fully  aware  of  the  situation  and  are  desirous  of 
finding  ways  and  means  of  improving  it.  This  survey  can  do  but 
little  to  suggest  means  of  improvement,  because  neither  workers  nor 
employers  have  devoted  much  thought  to  the  question.  In  this 
connection,  however,  the  U.  T.  A.  report  on  apprenticeship  renders 
valuable  assistance  by  discussing  the  matter  at  considerable  length. 

THE  SHOP-SCHOOL. 

The  U.  T.  A.  report  fully  acknowledges  the  shortcomings  of 
employers  and  outlines  a  program  of  apprentice  training.  It  points 
out,  as  has  already  been  shown,  that  there  is  a  lack  of  control  over 
the  boy  after  he  leaves  school  and  that  the  employer  or  foreman 
in  too  many  cases  does  not  give  the  boy  that  fair  opportunity  for 
rounded  development  which  he  has  a  right  to  expect.  It  recom- 
mends that : 

1.  Apprentice  instruction   should  be  a  part  of  the   daily  duties   of 
printers,  and  each  shop  should  be  organized  to  that  effect. 

2.  Every  printing  office  of  average   size  should  set  aside   at  least 
a  single   frame   with   cases   of  type   and   a   modest   equipment   of  other 
material  for  the  exclusive  use  of  apprentices. 

3.  At  certain  hours  each  day  the  shop  boys  or  apprentices  be  re- 
quired  to  take  up   in  this   department  the   prescribed   course    of  study 
which  the  committee  on  apprentices  shall  cause  to  be  prepared. 

4.  In    every   fair-sized   printing    center    a    co-operative    shop-school 
be  established  for  the  benefit  of  apprentices  from  shops  not  large  enough 
to  maintain  a  school. 

The  committee  submitting  the  report  is  positive  in  the  opinion 
that  the  shop-schools  controlled  by  the  trade,  and  not  public-con- 
trolled schools,  provide  the  only  genuine  solution  of  legitimate  trade 
training.  They  define  a  shop-school  as  a  "trade  education  or  train- 
ing department  in  which  school  instruction  in  trade  technique  and 
practice,  combined  with  necessary  elementary  instruction  consisting 
of  mathematics,  drawing,  English,  spelling,  punctuation,  color  har- 
mony, word  study,  composition,  etc.,  is  pursued  with  work  at  the 
trade." 

30 


The  reasons  presented  for  favoring  the  control  of  such  a  school 
by  the  trade  (perhaps  by  employers  alone)  are  as  follows : 

1.  That  trade  instruction  in  public  schools  must  be  differentiated 
in  our  minds  from  the  trade  training  which  can  be  furnished  in  shop- 
schools,  and  that  this  trade  instruction  would  furnish  but  part  of  the 
theory  and  part  of  the  technique. 

2.  That  the  rest  of  the  theory  and  the  rest  of  the  technique  which 
is   to  result  eventually  in   developing  a   competent   craft,   can   only  be 
secured  through  practice  on  actual  work  under  trade  and   commercial 
conditions. 

3.  That  the  most  effective   way  to  give  apprentice  students  these 
two  divisions  of  instruction  and  training  is  to  associate  them  as  closely 
as  the  conditions  of  the  particular  kind  of  business  will  permit,  so  that 
the  school  instruction  and  the  trade  training  proper  may  be  practically 
simultaneous. 

4.  That  it  is  unfair  to  the  apprentice  student  who  undertakes  to 
learn  a  trade,  to  furnish  him  with  less  than  full  opportunties  to  perfect 
himself  as  a  craftsman. 

5.  That  it  is  unfair  to  the  trade  itself,  or  to  the  efficient  workman 
now  engaged  in  it,  to  turn  out  half-equipped  workmen,  who  tend  not 
only  to  produce  a  poor  quality  of  work,  but  to  act  as  improper  com- 
petitors against  competent  workmen. 

6.  That  the  interest  of  our  craft  as  a  whole  demands  a  product  from 
trade  instruction  and  trade  training  that  shall  be  as  near  an  all-round 
development   of  each   individual   in  his   chosen   trade   as   is   reasonably 
possible,  to  the  end  that  those  who  are  finally  to  be  accepted  as  crafts- 
men in  our  trade  may  be  fully  capable  of  performing  the  work  as  it 
should  be  done. 

We  accept  every  one  of  these  statements  as  being  true,  yet  they 
are  not  arguments  for  trade-controlled  schools.  On  the  contrary, 
we  believe  that  a  public-controlled  school  may  be  so  organized  and 
conducted  in  co-operation  with  the  shop  that  every  one  of  these 
advantages — and  more — will  be  secured. 


PUBLIC-CONTROLLED  SCHOOLS. 

Already  public-controlled  schools  are  in  successful  operation  in 
which  the  school  and  the  shop  share  the  responsibility  of  the  ap- 
prentice; the  school  taking  care  of  general  culture,  training  for 
citizenship,  instruction  in  technical  matters  relative  to  the  trade 
and  in  some  instances  preliminary  and  supplementary  instruction 
in  mechanical  operations,  while  the  shop  furnishes  trade  experiences. 
As  examples  of  such  successful  operation,  we  refer  to  the  Beverly 
Trade  School  run  in  co-operation  with  the  United  Shoe  Machinery 
Co.,  the  Philadelphia  Trade  School,  the  Munich  Continuation 
Schools,  the  Cincinnati  Continuation  School  for  Machinist  Ap- 
prentices. 

Not  only  do  we  believe  it  possible  for  the  public-controlled  trade 
school  to  be  so  conducted  as  to  secure  all  of  those  advantages  for  ap- 
prentices, but  we  believe  that  it  possesses  the  following  advantages 
which  the  trade-controlled  sihop-schools  cannot  claim : 

1.  It  prevents  the  possible  exploitation  of  the  boy  by  the  em- 
ployer. 

2.  It  prevents  the  training  in  technique  and  manipulative  skill  to 

31 


the  exclusion  of  training  in  citizenship.  By  reference  to  the  curri- 
culum proposed  by  the  committee  as  quoted  above,  we  see  that  train- 
ing for  citizenship  does  not  find  a  place  in  the  work  of  their  proposed 
school.  The  same  may  be  said  of  co-operative  schools  already  es- 
tablished. 

3.  The  work  of  a  school  controlled  by  the  trade  is  liable  to  be  of 
the  sort  to  meet  the  immediate  needs  of  the  shop  rather  than  of  the 
kind  which  will  give  the  student  that  broad  training  which  will  fit 
him  to  make  adjustment  to  the  changing  conditions  of  the  trade. 

4.  A  shop-school  controlled  by  the  employer  will  be  distrusted 
by  workers  and  by  the  public. 

5.  If  left  to  employers  and  employers'  associations,  vocational 
training  for  the  most  part  will  not  be  provided. 

Our  conclusion  is  that  the  public-controlled  school  has  a  legiti- 
mate function  which  it  must  perform,  and  that  it  is  the  duty  of  the 
shop  to  give  the  apprentices  full  opportunity  for  that  trade  training 
and  shop  experience  which  can  be  secured  best  in  the  shop,  but  to 
leave  to  the  school  the  supplementary  training  in  technique,  theory 
and  citizenship. 

Therefore,  if  we  would  determine  what  the  school  should  do  we 
need  to  know  what  a  worker  in  a  given  trade  should  know  and  what 
of  this  the  shop  can  advantageously  teach  him.  The  difference  be- 
tween the  two  will  be  what  the  school  should  teach. 

EDUCATIONAL    CONTENT. 

In  order  to  arrive  at  an  answer  to  our  problem,  an  analysis  of 
the  educational  content  of  several  occupations  of  the  printing  trade 
has  been  prepared  and  is  here  submitted.  By  educational  content 
we  mean  those  things  which  the  workman  must  know  in  order  to  be 
a  first-class  workman.  He  may  learn  what  he  knows  either  (i)  by 
observation  and  properly  guided  practice  in  the  shops,  (2)  through 
theoretical  instruction,  by  carefully  arranged  practical  experiences 
either  in  the  shop,  or  in  the  school :  or  (3)  by  practical  experiences 
in  the  shop  carelessly  or  improperly  arranged  through  his  lack  of 
knowledge  and  because  of  lack  of  direction. 

The  minimum  general  knowledge  required  of  workers  in  all  the 
occupations  in  the  allied  printing  trades  is  as  follows: 

1.  Arithmetic. 

(a)  Simple   counting  up    to   five   hundred. 

(b)  Simple   addition   in   order   to   account   for   amount   of   work 

done. 

(c)  Simple   multiplication. 

(d)  Practical   part    of   a    dollar,    foot,    inch. 

2.  Writing. 

(a)   Clear  writing  and  making  of   figures. 
3-  Hygiene. 

(a)   Sufficient    knowledge    of    the    care    of    the    body    to    enable 
workers   to   attain   physical   efficiency.     This   includes: 

1.  Food,  clothing,   shelter. 

2.  Personal   hygiene. 

3.  Sanitation. 

4.  Exercise,   fatigue,   recreation. 

5.  Health  rules. 

6.  Heat,  light,  ventilation. 

32 


4.  English. 

(a)  Simple   written    English. 

(b)  Reading  of  simple   English. 

5.  Elementary  Art. 

(a)   Color  sense   sufficient  to   match   tints   in   order   to   get  even 
colored  work. 

6.  General    Intelligence. 

(a)  That  enables   the  workers   to  understand   directions   and  to 
make   necessary  adjustments   for   change   of  work. 

Compositors. 

In  addition  to  general  knowledge  for  workers  in  all  occupations 
of  the  trade,  compositors  must  have  special  training  in  the  follow- 
ing: 

1.  Arithmetic. 

(a)  Estimating  manuscript  matter. 

(b)  Figuring   margins. 

(c)  Paper   cutting. 

,  (d)   Computing  type — number  -leads, 

(e)   Determining  proportions. 

2.  Spelling. 

(a)  Thorough,    rules    for    same. 

(b)  Sentence    structure. 

(c)  Paragraphing    and    composition. 

(d)  Correction    of    faulty    English. 

(e)  Capitalization   and  punctuation. 

(f)  Compound   words. 

(g)  Abbreviations. 

(h)   Proper  word-division, 
(i)    Commercial    forms. 

3.  Technical    Knowledge. 

(i)    Hand    Composition. 

a.  Type  cases. 

1.  California  job. 

2.  Yankee    job. 

3.  Triple   job,   news   job,   etc. 

b.  Composition. 

1.  Paragraphs. 

2.  Use    of    initial    letters. 

3.  Hanging   indentation. 

4.  Letterheads,  business   cards,   title  pages,  tickets,  pro- 

grams,  advertising,   book,  job,   tabular. 

c.  Spacing. 

1.  Spaces   ordinarily  used. 

2.  How   to  justify   a   line  'of  type. 

3.  Uses  of  spaces  in  connection  with  punctuation  marks 

and    quotation   marks. 

4.  Spacing  of  lines  set  in  capitals. 

5.  Spacing  of  lines  set  in  small  capitals. 

6.  How   to   end   paragraphs. 

d.  Distribution. 

1.  Care    of   cases. 

2.  Care   of  type. 

3.  Position   of  type   in   cases. 

4.  Body    type. 

5.  Display   type. 

6.  Tabular   forms. 

e.  Proper  placing  of   illustrations. 

f.  Imposition,    stonemen. 

1.  Simple    forms. 

2.  From   four   to    sixty-four   page    forms. 

3.  Forms    for    folding    machines. 

33 


g.  Point   system, 
h.  Standard    sizes. 

1.  Stock   paper. 

2.  Letterheads. 

3.  Books,  etc. 

i.  Proof   marks,   copy-holders. 

j.  Unit   of  measurement,   the   "em." 

1.  Pica. 

2.  Body. 

k.  Composition  of  type. 
1.  Composition  of  various   papers. 

m.  Plate-making  of  various  kinds,  electrotypes,  half-tones, 
n.  Type  faces,  uses. 
o.  Typographical  design. 

1.  Proportion. 

2.  Balance. 

3.  Harmony. 

4.  Lettering  and  designing, 
p.  Theory  of  color. 

1.  Harmony  of  color. 

2.  Paper  and  ink. 

3.  Relation  of  tints. 

4.  Mixing  of  colors. 

NOTE — Theory  of  color  would  be  of  value  especially  for 

stonemen. 

(2)  Machine  Composition   (includes  the  technical  knowledge  re- 
quired for  hand  compositors  in  addition  to  the  following) : 

a.  Position  of  characters  on  keyboard. 

b.  Temperature   of  metal  for  best  results. 

c.  Composition  of  metal. 

d.  Effect  of  room  temperatures   on  metal. 

e.  Thorough  knowledge  of  mechanism. 

f.  Care  and  repair  of 

1.  Matrices. 

2.  Space  bands. 

3.  Assembler,  automatic  vise,  line  delivery  slide,  friction 

clutch,  distributor,  mould  disk,  trimming  knives. 

g.  Use  of  micrometer  caliper. 
4.  Trade  Knowledge. 

(a)  Hand  Compositors. 

1.  Adjustment  of  stick  for  different  line  lengths. 

2.  Care  of  tools. 

3.  Setting  type  of  different  line  lengths. 

4.  Setting  type  of  different  points  in  one  line. 

5.  Setting  rules  and  borders. 

6.  Correct  handling  of  stick,  to  insure  rapid  work. 

7.  Posture  and  movement  of  arms. 

8.  Setting  type  so  that  it  can  be  firmly  locked. 

9.  Spacing    between    words    in    order    to    secure    lines    of 

equal  length. 

10.  Inserting  cuts,  etc. 

11.  Methods   of  taking  proof. 

12.  Locking  of  forms  to  insure  perfect  alignment  of  type. 

13.  Locking  of  forms  to  insure  perfect  level  face. 

14.  Locking  of  type  to  prevent  type  from  working  loose. 

(b)  Machine    Compositors    (includes    the    trade    knowledge    re- 

quired for  hand  compositors  in  addition  to  the  following) : 

1.  Care   of  machines. 

a.  Cleaning. 

b.  Oiling. 

2.  Adjustment  for  different  type  sizes. 

3.  Adjustment  for  different  line  lengths. 

4.  Spacing  between  words — indentation. 

34 


5.  Mental  alertness — by  long  practice,  training  of  the  mind 
in  order  that   defects   in   machine   operation   may  be 
noted  at   once. 
5.  Manipulative  Skill   (Hand  and  Machine   Composition). 

(a)  Co-ordination  of  right  and  left  hand. 

(b)  Position   of   body   while   working. 

(c)  Control   of   machine   and   tools. 

Pressmen. 

In  addition  to  general  knowledge  for  workers  in  all  occupations 
of  the  trade,  pressmen  must  have  special  training  in  the  following: 

1.  Arithmetic. 

(a)  Figuring  stock. 

(b)  Computing  weights   of  paper. 

(c)  Relation   of  speed   of  press  to  time   required  for  work. 

2.  Technical   Knowledge. 

(a)  Names   of  presses,   sizes,   dimensions,  parts,  etc. 

(b)  Theory  of  color. 

1.  Harmony  of  color. 

2.  Paper  and  ink,*"absorbative  qualities  of  paper. 

3.  Relation  of  tints. 

4.  Mixing  of  colors. 

5.  Matching  of  tints   in   order   to   get  even   colored  work. 

(c)  Elimination  of  static  electricity. 

(d)  Standard   sizes   of  books,   letterheads,   etc. 

(e)  Composition  of  type  material. 

(f)  Composition,  properties  of  various  metals  used  in  this  work. 

(g)  Plate-making  of  various  kinds,  electrotypes,  half-tones,  etc. 
(h)  Type  faces. 

(i)   Relation  of  speed  of  machine  to 

1.  Atmospheric   conditions. 

2.  Temperature,  humidity. 

3.  Ink   supply,   quality. 

4.  Tenacity  of  ink. 

5.  Quality  of  paper. 

6.  Quality  of  finished  work. 

7.  Relation   of   speed    of   machine    to    danger    of   breaking. 
(j)   Relation   of  ink  to 

1.  Size  of  type. 

2.  Number  of  illustrations. 

3.  Position   of   illustrations. 

4.  Quality  of  work. 

5.  Number  of  rollers. 

(k)  Working  up  inks,  uses  of  compounds. 
(1)   Composition   of  rollers,  formula  for   same, 
(m)   Chemistry  of  inks, 
(n)   Quality   of  various   inks, 
(o)  What  inks  work  best  on  certain  papers, 
(p)   Bronzing. 

3.  Trade   Knowledge. 

(a)  Care  of  machine. 

1.  Oiling. 

2.  Cleaning,  washing  up. 

3.  Care  of  inks. 

(b)  Putting  forms   on   press. 

(c)  Making  ready. 

1.  Underlaying. 

2.  Overlaying. 

3.  Gauging  form   for  gripper  margin. 

4.  Preparing  and   applying  tympan   on  press. 

5.  Adjusting   grippers,   guides,   shooflies,   etc. 

6.  Registering  form  to  sheet. 

35 


(d)  Regulating  impressions  for  various  kinds  of  paper  and  ink. 

(e)  Taking  proofs. 

(f)  Adjusting,  setting 

1.  Fountain. 

2.  Rollers. 

3.  Rack. 

4.  Cylinder,  bearers,  etc. 

Care  of  rollers,  cleaning.  , 

Care  in  handling  paper, 
(i)  Feeding. 

i.  Letterheads,  cards,  tickets,  etc. 
(j)  Adjusting  automatic  feeder, 
(k)  Inking  press  while  running. 
(1)  Adjusting  paper  receiver, 
(m)  Adjusting  all   other   patent   attachments. 
4.  Manipulative  Skill. 

(a)  Control  of  machine. 

(b)  Co-ordination  of  right  and  left  hand. 

(c)  Habits  and  methods  that  give  best  results  with  least  phys- 

ical  efforts. 

1.  Handling  of  stock. 

2.  Re-inking  of  rollers,  etc. 

It  is  not  our  purpose  at  this  point  to  discuss  or  state  specifically 
what  part  of  the  above  outline  the  shop  should  teach  and  what  part 
the  school  should  teach.  That,  in  the  main,  will  be  determined  by 
the  kind  of  school  which  is  established.  In  deciding  this  question, 
we  can  get  but  little  assistance  fr6m  the  local  employers,  as  they 
seem  to  have  given  the  matter  but  little  attention  and  they  appear 
to  be  widely  divided  in  their  opinions.  Of  63  firms  reporting,  16 
favored  technical  training  with  machinery ;  9,  the  present  night 
high  schools ;  8,  continuation  schools ;  3,  vocational  schools ;  2,  co- 
operative system.  Seven  employers  said  that  no  school  is  neces- 
sary, and  18  did  not  attempt  to  answer  the  question. 

Answers  to  the  inquiries,  "For  what  occupations  do  you  believe 
that  such  schools  could  be  provided  to  best  advantage?"  and 
"What  should  be  taught  in  such  a  school?"  are  fully  as  unsatis- 
factory. 

But  when  we  turn  to  work  of  experts  in  industrial  education,  we 
find  that  they  have  worked  out  this  problem  in  a  way  that  will  be 
helpful  to  us. 

TWO  KINDS  OF  SCHOOLS. 

In  the  training  of  persons  for  the  various  printing  trades,  there 
are  two  opposing  ideas  represented  by  two  different  kinds  of 
schools. 

One  plan  contemplates  teaching  the  trade  itself  in  the  public 
schools  through  one  or  two  years  up  to  a  certain  point  and  indepen- 
dent of  the  industry. 

The  other  plan  contemplates  the  co-operation  of  shop  and  school 
in  the  training  of  the  boy.  A  school  of  the  latter  type  may  be  co- 
operative half  time  or  it  may  be  a  continuation  school  to  which 
learners  go  for  a  certain  period,  usually  one  or  two  half-days  per 
week  to  be  taught  the  academic  and  theoretical  side  of  his  trade. 

A  school  of  the  former  type,  to  do  justice  to  its  students,  must 

36 


be  well  equipped  with  a  good  line  of  up-to-date  machinery  and  fix- 
tures. A  school  of  the  latter  type  needs  only  enough  machinery 
and  fixtures  for  illustrative  purposes,  or  it  may  be  conducted  with- 
out any  such  equipment. 

These  two  types  of  schools  may  be  illustrated  by  referring  to 
the  New  Haven  Trade  School  and  the  Philadelphia  Trades  School. 
In  discussing  their  relative  values,  Dr.  Frederick  W.  Hamilton, 
national  apprentice  director  of  the  U.  T.  A.,  says, 

Drawing  a  contrast,  I   should  say  of  the 

New   Haven   System: 

1.  That  it  is  not  closely  enough  related  to  the  trade.     That  is  to 
say,  the  students  are  not  chosen  by  the  printers  because  they  possess 
the  personal   qualifications   which   the  printer   desires,   but   are   left   to 
find  their  way  into   the   school   as   chance   may   decide,   while    nobody 
is  responsible  for  their  entrance  in  the  trade  after  leaving  the  school, 
for   their   after-development   in   the   industry,   or  for   any   relation   be- 
tween the  number  of  boys  in  the  school  and  the  absorbing  power  of 
the  industry.     Burdens  of  expense  and  responsibility  are  thus  thrown 
upon  both  the  community  ancf  the  boys  which  ought  not  to  be  borne 
by  either,   but  properly  belong  to   the  trade. 

2.  It   would   be   difficult,   if   not   impossible,   to   maintain    the    shop 
conditions  and  shop  atmosphere  which  are   so   essential  to  the   train- 
ing of  the  young  artisans  in  the  school. 

3.  The  conditions  which  govern  the  appointment  of  teachers,  and 
especially  of  trade  teachers,  are  often,  to  my  certain  knowledge,  un- 
fortunate in -their  results  upon  the  schools.     It  is  difficult  to  get  the 
right  kind  of  teachers  anyway  for  trade  subjects  and  doubly  difficult 
under  school   conditions. 

4.  It  is  very  difficult  to  maintain   equipment  and  methods   at  the 
very  best  shop  standards,  while  anything  inferior  to   these   standards 
is   distinctly  mischievous. 

5.  It  is  very   difficult  for  public   schools   to   avoid   the   temptation 
of  product.     School  boards,  knowing  that  printing  has  a  market  value, 
are  liable   either  to  think  that  the   school   ought  to   support  itself  by 
its  product  or  to  burden  it  with  public  printing.     To  say  nothing  of 
the   objections  which  may   come   from   the   industry   itself,   the  under- 
lying pedagogical   objection   appears   in   that   the   value   of  the    school 
as   an   educational   institution   is   impaired   exactly   to   the    degree    that 
its  product  is  considered  its  reason  for  being. 

The  following  are  tine  principal  advantages  of  the 
Philadelphia  System: 

1.  The  practical  side  of  the  industry  is  taught  where  it  ought  to 
be,  in  the  shop. 

2.  There    is    an    automatic    adjustment    between    the    industry   and 
the    school,   as   under   this    system    the    boys    find    their   way   into    the 
continuation    school    from    the    industry   itself   and    not    from    a    trade 
school    into    the    industry. 

3.  The  responsibility  is  placed  where  it  belongs,  the  shop  looking 
after    its    own    recruits    and    teaching    them    its    operations,    while    the 
community    attends    to    the    education    of    young    students,    giving    to 
each  particular  group  of  young  students  the   special  education  which 
it  needs. 

I  may  sum  up  by  saying  practically  all  of  the  difficulties  enu- 
merated in  connection  with  the  New  Haven  system  are  avoided  by 
the  Philadelphia  system.  It  is  only  fair  to  state  that  there  is  one 
difficulty  with  the  Philadelphia  system  which  must  not  be  ignored. 
Under  this  system  the  employers  must  assume  responsibility,  (a)  in 
choosing  their  boys;  (b)  for  giving  them  their  practical  training. 
Unless  they  can  be  inspired  and  held  to  their  duty,  they  will  be  only 
too  likely  to  avoid  these  responsibilities. 

37 


The  arguments  above  presented  by  Dr.  Hamilton  in  favor  of 
the  co-operative  continuation  school  are  in  accord  with  the  report 
of  the  committee  on  industrial  education  of  the  American  Federa- 
tion of  Labor,  published  in  1912.  The  report  says: 

In  the  last  analysis,  industrial  education  will  be  measured  by 
intensely  practical  men  of  the  industrial  world  on  the  basis  of  skill 
and  intelligence  as  developed  by  these  undertakings,  to  fit  the  youth 
of  the  country  for  wage-earning  occupations.  In  order  to  meet  the 
test  successfully,  apprentices  must  be  trained  under  real  conditions 
in  a  productive  industry,  thereby  making  the  co-operative-school  plan 
a  necessary  feature  of  our  public-school  system. 

Other  reasons  why  co-operative  schools  should  b.e  a  public  charge 
are  as  follows: 

1.  Because    of    the    very    nature    of    things,    past    and    present, 
the   general   public   has   confidence   in   the   public-school    system. 

2.  The  manufacturer  ought  not  be  expected  to  run  his  estab- 
lishment  to    teach    trades;     nor   can    he    be   criticised    for   making 
"machine    specialists"    instead    of   all-round   machinists,   when    one 
takes   into   consideration   the   fact   that   he   is   working   to   accom- 
plish  a  very   definite   end;    that   is,   to   turn   out  a  product. 

3.  The   public   school   should   teach   the   theory   of   the  trade, 
while  the  actual  practice  and  processes  should  be  taught  in  the 
shop.      This    method    permits    of    continuous    development    of    ca- 
pacity and  relieves  the  manufacturer  of  the  expense  of  the  theo- 
retical   instruction,    and    provides    a    means    of   weeding   out   boys 
who  are  not  adapted  to  particular  trades. 

4.  By  this  method  the  boy,  the  employer  and  the  community 
are  benefited. 

We  thus  see  that  the  official  representative  of  the  United  Typoth- 
etae  of  America  and  the  highest  authority '  on  educational  ques- 
tions in  the  American  Federation  of  Labor  agree  that  "the  school 
should  train  FOR  the  industries,  but  should  not  train  IN  the  in- 
dustries." 

In  discussing  this  question  in  The  Apprenticeship  Bulletin  of  the 
School  of  Printing,  North  End  Union,  Boston,  a  recent  writer  says : 

The  public  schools  may  render  important  assistance  in  the  better 
training  of  boys  who  are  already  apprentices.  This  help  can  best 
be  rendered  by  the  establishment  of  classes  for  the  training  of 
apprentices  in  those  subjects  allied  to  the  trade  which  are  extremely 
important  for  the  craftsman,  but  which  are  not  within  the  range  of 
ordinary  shop  practice.  In  several  cities  plans  are  in  operation  under 
which  the  apprentices,  while  learning  the  practical  side  of  the  trade 
in  the  shop  under  competent  direction,  are  going  to  the  public 
schools  for  eight  or  ten  hours  per  week  on  the  employers'  time  for 
the  study  of  English  (including  spelling,  punctuation,  paragraphing, 
etc.),  proofreading,  drawing  (including  principles  of  design  and 
color),  trade  history,  civics  and  other  subjects. 

Such  training  should  be  under  the  direction  of  competent  teachers 
with  trade  experience,  and  the  material  should  be  especially  arranged 
with  reference  to  the  needs  of  boys  who  are  learning  printing.  This, 
it  will  be  recognized,  is  an  application  of  the  German  system  of  con- 
tinuation training — which  has  had  such  an  enormous  effect  in  the 
development  of  German  industries — to  the  American  conditions. 

CO-OPERATIVE  AND  CONTINUATION  VS.  TRADE 

SCHOOL. 

We  have  herein  presented  arguments  only  in  favor  of  a  system 
of  industrial  training  in  which  the  school  supplements  the  training 

38 


of  the  shop,  because  we  have  found  no  worthy  argument  in  favor 
of  the  other  type  of  school. 

Furthermore,  this  is  in  accord  with  our  experience  in  Cincinnati. 
The  most  popular  and  the  most  successful  courses  in  engineering  at 
the  University  of  Cincinnati,  the  industrial  courses  in  the  high 
schools,  the  machinists'  continuation  school,  and  the  school  already 
established  for  printers'  apprentices,  are  all  co-operative  in  charac- 
ter. Our  citizens  are  all  familiar  with  this  system  of  education  and 
are  favorable  to  it.  Moreover,  this  type  of  schools  costs  a  great 
deal  less  money.  Because  of  these  conditions  some  form  of  co-oper- 
ative schools  for  printers'  apprentices  would  fit  in  better  with  our 
present  system  of  education  and  would  be  received  better  by  our 
citizens  than  would  a  trade  school  of  any  other  character. 

Either  or  both  of  two  types  of  co-operative  part-time  schools 
for  learners  in  the  printing  industry  would  fit  in  well  with  our  pres- 
ent system  of  education:  (i)  a  half-time  co-operative  high-school 
course;  (2)  a  continuation  school  at  which  learners  would  attend 
not  to  exceed  two  days  per  week.  The  latter  should  be  established 
first,  because  up  to  the  present  time  practically  no  learners  in  the 
printing  industry  have  been  recruited  from  the  high  school  and 
there  is  no  good  reason  to  believe  that  any  considerable  number 
could  afford  to  attend  school  half  time.  Furthermore,  there  is 
some  doubt  as  to  whether  more  than  a  very  few  learners  in  the 
printing  industry  are  of  the  type  that  would  profit  to  any  great  ex- 
tent by  a  four  years'  high-school  course. 

Again,  we  have  already  the  nucleus  of  such  a  school,  which 
needs  reorganization  under  the  direction  of  a  high-grade  teacher 
who  knows  the  printing  industry.  The  school  has  at  present  only 
eight  students,  who  attend  school  but  one-half  day  or  four  hours 
per  week.  For  several  weeks  the  school  has  been  without  a  teacher, 
and  these  students  have  been  cared  for  by  the  teachers  of  the 
machinists'  continuation  school.  The  work  of  the  school  in  so  far 
as  it  has  been  developed  seems  to  be  along  correct  lines,  but  not 
all  has  been  accomplished  that  should  be  expected.  This  is  due, 
in  a  considerable  degree  perhaps,  to  the  fact  that  an  attendance  of 
only  four  hours  per  week  is  entirely  too  little  time  in  which  to  teach 
all  that  such  a  school  should  be  expected  to  teach.  The  work  has 
developed  along  three  lines  —  arithmetic,  English  and  proof-read- 
ing. No  attempt  has  been  made  to  furnish  instruction  for  beginners 
in  any  other  trade  than  that  of  compositor,  and  they  have  not  been 
given  all  that  they  should  receive.  If  the  school  has  in  a  measure 
failed  in  its  purpose,  the  fault  rests  largely  with  the  employers,  who 
were  for  the  most  part  apathetic  because  they  had  no  realization  of 
its  possibilities. 

If  the  development  of  such  a  continuation  school  should  reveal 
the  need  of  a  co-operative  high-school  course  for  the  training  of 
apprentices  who  desired  training  beyond  what  the  continuation 
school  could  give,  such  a  school  could  then  be  established. 


39 


NATURE  AND  PURPOSES  OF  CONTINUATION  SCHOOLS. 

The  purposes  of  the  German  continuation  schools,  as  expressed 
in  the  United  States  Bureau  of  Education  Bulletin  No.  565,  might 
well  determine  the  character  of  a  printers'  continuation  school  in 
America.  It  is  as  follows  : 

The  aim  of  the  industrial  continuation  school  is  to  furnish  the 
young  apprentice  or  factory  worker  with  the  kind  of  technical  and 
business  instruction  which  he  cannot  get  in  the  shop  or  factory 
where  he  is  employed,  but  which  he  needs  in  order  to  ply  his  voca- 
tion intelligently  and  advance  his  economical  well-being.  Another 
important  object  of  the  continuation  school  is  to  give  the  youth 
instruction  in  language,  science  of  government,  civic  and  industrial 
affairs,  trade  practices,  hygiene,  factory  sanitation,  etc.,  that  will  fit 
him  to  be  an  intelligent  citizen  as  well  as  an  efficient  master  work- 
man or  competent  employer. 

What  part  of  the  educational  content  should  be  included  in  the 
curriculum  of  a  continuation  school  may  be  determined  in  a  general 
way  by  application  of  the  principle  already  stated  of  division  be- 
tween shop  and  school ;  but  any  specific  statement  of  a  course  of 
study  should  be  worked  out  by  the  director  of  the  school  to  be 
established  in  co-operation  with  persons  connected  with  the  in- 
dustry. 

EQUIPMENT   FOR  SCHOOL. 

Closely  akin  to  the  question  of  the  course  of  study  is  the  ques- 
tion of  equipment.  It  has  been  shown  that  a  considerable  number 
of  local  employers  favor  the  introduction  of  machinery,  but  the 
national  apprentice  director  of  the  U.  T.  A.  is  doubtful  as  to  its 
utility.  In  regard  to  this  matter,  Dr.  Hamilton  says : 

I  can  see  no  objection  to  a  limited  amount  of  equipment  for  the 
purpose  of  illustration  in  a  school  conducted  on  the  Philadelphia 
plan,  though  I  am  not  at  all  convinced  of  the  necessity  of  it.  On 
the  other  hand,  I  am  afraid  that  if  the  equipment  were  there,  there 
would  be  not  only  a  temptation  to  use  it  on  the  part  of  the  in- 
structors and  the  pupils,  but  a  pressure  for  its  use  from  the  outside. 
The  Philadelphia  school  itself  has  on  the  premises  some  equipment, 
because  it  has  certain  classes  which  are  given  to  trade  instruction 
on  the  old  basis.  These  classes  are  an  inheritance  from  the  time 
before  the  continuation  plan  was  started.  The  director  of  the 
schools  considers  them  of  very  little  practical  importance.  Unless 
I  am  very  much  mistaken,  absolutely  no  use  is  made  of  this  equip- 
ment in  the  continuation  classes,  which  are  held  in  another  part 
of  the  building. 

It  is  very  difficult  for  me  to  answer  the  question  dogmatically 
without  knowledge  of  a  great  many  details  which  an  outsider  could 
not  be  expected  to  know.  Speaking  generally,  however,  I  should 
advise  against  the  purchase  of  equipment.  I  cannot  help  fearing 
that  the  dangers  attending  its  presence  would  be  greater  than  its 
advantages.  This  discussion  is  based  on  the  ordinary  type  of  con- 
tinuation-school work.  If  work  should  be  continued  for  a  number 
of  years  and  should  come  by  and  by  to  deal  with  very  advanced 
work,  some  equipment  might  be  necessary  for  demonstration  pur- 
pose in  teaching. 

Dr.  Hamilton's  opinion  is  in  accord  with  the  opinion  of  numer- 
ous representatives  of  organized  labor  in  this  city,  although  not  for 

40 


the  same  reason.  He  would  oppose  the  use  of  machinery  because 
he  doubts  its  utility  in  a  continuation  school  and  because  he  wants 
to  place  the  responsibility  for  a  large  share  of  trade  training  on  the 
employer.  We  have  reason  to  believe,  however,  that  members  of 
labor  "unions  oppose  it  because  they  believe  that  it  will  have  a 
tendency  to  increase  the  number  entering  the  industry.  It  could 
not  have  such  influence,  as  only  beginners  who  had  already  entered 
the  industry  would  be  admitted  to  the  schools.  In  reports  received 
from  ii  schools  in  which  printing  is  taught,  4  state  that  the  unions 
favor  the  use  of  machinery  and  7  indicate  that  the  unions  have  not 
opposed  it. 

It  would  appear  that  there  is  no  satisfactory  trade  reason  to 
prevent  the  introduction  of  machinery  into  a  continuation  school. 
The  question,  therefore,  should  be  determined  only  by  the  educa- 
tional value  of  such  equipment,  and  that,  perhaps,  can  be  deter- 
mined only  after  a  careful  further  study  of  the  local  situation  by 
those  closely  connected  with  the  work  of  the  school. 

MORAL  AND  CIVIC  TRAINING. 

Any  system  of  industrial  school  must  take  into  consideration 
the  question  of  moral  and  civic  as  well  as  technical  training.  In 
this  connection  in  his  lectures  on  continuation  schools,  Dr.  Ker- 
schensteiner,  director  of  education,  Munich,  quotes  the  following 
from  the  American  Federation  of  Labor  report : 

But  the  farther  we  penetrate  into  the   question  of   educating  the 

masses  to  industrial  capacity,  the  more  we  recognize  that  the  problem 

before   us   is   not   special   but   general;   that   it   is   in   fact   nothing  less 

than  the  problem  of  educating  the  whole  man. 

In  commenting  on  this  Dr.  Kerschensteiner  says : 

There  is  a  growing  feeling,  that  is  gaining  rapidly  in  strength, 
that  in  industrial  education  the  human  element  must  be  recognized, 
and  cannot  be  so  disregarded  as  to  make  the  future  workers  mere 
automatic  machines.  The  one-sided  education  of  workmen  to  dex- 
terity is  only  an  apparent  solution  of  the  problem.  Of  course,  in- 
dustry requires  an  army  of  trained  men  to  perform  their  special 
tasks  as  well  as  it  is  possible  to  perform  them.  But  dexterity  only 
attains  its  full  value  when  it  is  based  on  insight.  .And  one  more 
thing  is  necessary:  we  require  not  only  dexterity  and  insight,  but  also 
the  education  of  the  moral  character.  Perhaps  this  development  of 
character  is  the  most  important  part  even  in  industrial  education. 
Firmness  and  principle  will  lead  a  man  to  acquire  dexterity  and  in- 
sight, but  dexterity  and  insight  are  not  always  placed  in  the  service 
of  character. 

Dr.  Kerschensteiner  emphasizes  none  the  less  the  value  of  civic 
training.  In  fact,  the  two  cannot  well  be  separated.  In  stating 
the  threefold  character  of  industrial  education  which  the  schools 
fail  to  provide  fully  he  says : 

Our  present  schools  have  not  yet  fully  grasped  the  meaning  of 
this  threefold  work:  first,  education  to  skill  in  work  and  joy  in 
work;  second,  education  to  readiness  of  service,  consideration  for 
others  and  loyalty  to  school-fellows  and  to  the  school;  third,  educa- 
tion to  insight  into  the  aims  of  the  state  community.  Well-organized 
schools  fulfill  the  first  task,  -the  development  of  personal  capacity. 
It  still  remains  to  enlarge  them  to  schools  for  social  services,  and 
our  most  important  task  is  to  provide  such  schools  for  the  masses 
of  the  population,  based  on  training  for  a  trade. 

41 


We  cannot  improve  on  the  statement  by  the  eminent  German 
educator  in  regard  to  the  three  main  purposes  which  should  dom- 
inate the  work  of  a  school  for  printers'  apprentices  in  Cincinnati. 


ATTITUDE  OF  EMPLOYERS  TOWARD  PART-TIME 

SCHOOLS. 

In  our  survey,  an  effort  has  been  made  to  determine  the  attitude 
of  local  employers  toward  such  a  part-time  day  school  as  herein 
outlined.  Of  62  firms  reporting,  27  expressed  a  willingness  to  enter 
into  an  agreement  providing  for  employment  for  a  definite  period 
of  apprenticeship  at  a  fixed  scale  of  wages  and  for  attendance  at 
such  a  school  for  a  definite  number  of  hours  per  week ;  25  said  that 
they  would  not  agree  to  such  a  contract,  and  10  did  not  answer. 
It  is  highly  probable  that  a  much  larger  number  of  employers 
could  be  educated  to  the  advantages  of  such  a  school.  The  occu- 
pations 'favored  for  such  an  agreement  were  those  of  compositor 
and  pressman. 

TIME  FOR  INSTRUCTION. 

There  is  no  agreement  among  employers  whatever  as  to  how 
much  time  per  week  students  should  attend  school.  They  varied 
from  four  hours  per  week  to  half  time  in  school  and  half  time  in 
the  shop. 

There  is  a  feeling  existing  that  one  half-day  per  week  in  school 
is  not  enough.  Printers'  apprentices  in  the  Munich  continuation 
schools  attend  school  9  hours  per  week.  The  time  for  attendance  in 
this  city  should  not  be  less  than  8  hours  weekly.  Time  schedule 
for  the  Munich  School  for  Printers'  Apprentices  is  as  follows : 


Subjects  of 
Instruction. 

Hours  of  Instruction  (per  Week). 

For  Typesetters' 
Apprentices. 

For  Printers' 
Apprentices. 

First 
Class. 

Second 
Class. 

Third 
and 
Fourth 
Class. 

First 
and 
Second 
Class. 

Third 
Class. 

Fourth 
Class. 

Religion  
German  language,  composition 
and  reading  
Mathematics  and  bookkeeping  .  . 
Foreign  languages  

i 

3 
i 

i 

2 

i 
i 
i 

i 

2 

3 

i 

I 

i 

i 
2« 

4 

i 
I 

2 

4 

I 
I 

I 

2 

4 

Hygiene,    civic    and    industrial 
history  .    .        . 

i 

2 

I 

2 
2 

Drawing  
Practical  instruction  in  science 
of  materials,   tools  and  ma- 
chinery   

Total  .  .  . 

9 

9 

9 

10 

9 

9 

42 


As  a  final  word  on  the  day  continuation  school  for  the  training 
of  beginners  in  the  printing  industry,  we  may  say  that  we  have 
kept  constantly  in  mind  the  co-operation  of  the  employer  with  the 
school,  not  only  in  sending  the  boy  to  school,  but  in  giving  him 
full  opportunity  for  that  trade  training  which  properly  belongs  to 
the  shop.  It  has  been  shown  that  employers  have  neglected  this 
duty,  but  in  making  our  recommendation  for  a  part-time  day-school 
in  which  academic  and  technical  subjects  are  taught,  we  go  on  the 
assumption  that  this  condition  will  not  continue  to  exist. 

Employers  should  understand  that  they  make  the  school  as 
much  as  does  the  teacher,  and  failure  on  their  part  to  give  full  op- 
portunity to  the  boy  in  the  shop  might  compel  the  adoption  of  less 
efficient  means  of  education. 

TRAINING  OF  JOURNEYMEN. 

Important  as  is  the  training  of  the  beginner,  the  opportunity 
for  further  education  in  the -theory  and  technique  of  his  work 
should  be  given  to  the  journeyman  who  is  ambitious  to  advance. 
Such  opportunity  can  be  given  only  through  night  schools. 

Before  considering  what  will  be  best  adapted  to  the  needs  of 
the  journeymen,  we  must  take  into  consideration  the  kind  of  pupils 
that  will  attend  schools  of  this  character,  the  conditions  under 
which  they  must  work  and  what  are  their  needs.  This  subject  has 
been  developed  by  Wesley  A.  O'Leary,  of  the  United  States  Depart- 
ment of  Labor,  in  a  monograph  on  "Short  Unit  Courses  for  Eve- 
ning Trade  Extension  and  Part-Time  Extension  Schools."  We 
quote  from  Mr.  O'Leary: 

The  evening  pupil  is  a  wage-earner  who  has  a  family  to  support. 
Economic  necessity  presses  hard  upon  him  and  forces  him  to  in- 
crease to  the  utmost  his  earning  capacity.  He  comes  to  the  school 
to  get  something  on  which  he  can  realize  in  his  trade.  He  is  there 
to  buy  certain  instruction,  as  it  were,  exactly  as  he  goes  to  the 
store  to  purchase  a  new  and  improved  tool.  Unless  the  school  is 
prepared  to  do  what  the  store  does,  that  is,  sell  him  the  thing  he 
wants,  or  if  it  does  not  have  it  in  stock  go  out  and  find  it,  the 
school  is  going  to  fail  of  its  purpose.  .  .  .  The  time  of  the  trade 
worker  is  .limited,  and  the  school  must  not  waste  it.  ...  The 
school,  therefore,  ought  to  conserve  his  time  in  every  possible  way. 
This  can  only  be  done  by  eliminating  from  the  course  all  subjects 
not  needed  as  a  means  of  increasing  the  pupil's  trade  efficiency,  by 
so  organizing  the  work  that  he  can  easily  get  what  he  needs  and  by 
employing  the  most  direct  and  efficient  methods  of  teaching  it  can 
command.  .  .  . 

It  is  characteristic  of  most  men  that  they  can  work  better  on  a 
limited  task  whose  completion  they  can  foresee  than  on  a  continuous 
one  whose  end  is  too  remote  to  be  seen.  This  is  particularly  true 
of  the  trade  worker.  In  most  skilled  trades  the  workman  is  accus- 
tomed to  deal  with  relatively  small  units  each  complete  in  itself. 
The  unit  may  be  only  a  part  of  a  much  larger  unit  and  may  call 
for  countless  repetitions  on  his  part,  but  it  is  usually  a  definite  task 
which  he  carries  through  to  the  end.  .  .  .  Whatever  the  unit,  it 
tends  to  develop  in  the  worker  a  habit  of  mind  which  enables  him 
to  work  much  better  on  a  short  task  complete  in  itself  than  on  one 
of  long  duration. 

In  teaching  the  tradesman,  the  school  ^should  take  advantage  of 
this  fact  by  offering  its  instruction  in  units  which  in  character  of 

43 


content  and  in  length  appear  to  the  pupil  to  be  a  task  within  his 
ability  to  complete.  .  .  . 

The  limited  time  the  pupil  is  under  the  instruction  of  the  school 
makes  it  necessary  to  select  in  each  course  some  one  specific  thing 
as  the  objective  point  of  the  work,  regardless  of  additional  knowl- 
edge which  might  be  desirable  as  a  trade  asset.  This  time  is  too 
short  to  admit  of  subdivision  among  the  various  subjects  of  a  gen- 
eral course,  to  cover  every  phase  of  the  trade.  .  .  . 

To  be  efficient,  the  industrial  school  must  study  the  needs  of  the 
worker,  from  the  standpoint  of  the  specific  needs  of  both  the  indi- 
vidual and  the  industry.  To  learn  the  needs  of  the  industry,  the 
school  must  consult  the  employer,  visit  various  industries,  see  them 
in  operation  and  observe  the  conditions  under  which  they  are  carried 
on.  In  this  work  both  the  employer  and  the  employee  can  be  of 
assistance.  .  .  . 

One  method  of  securing  the  assistance  and  advice  of  practical 
men  is  that  of  organizing  an  advisory  board  for  each  trade  taught 
in  the  school.  This  board  should  be  made  up  of  practical  men  actu- 
ally engaged  in  the  work  of_  the  industry,  and  should  have  repre- 
sented on  it  the  employer,  the  foreman  and  the  employee.  .  .  . 

More  important  than  equipment  is  the  question  of  the  qualifica- 
tions of  the  teacher.  The  teacher  in  the  evening  industrial  school 
should  be  selected  from  the  industry,  and  not  from  the  regular  day- 
school.  He  should  be  a  master  of  his  trade  in  all  its  phases  and 
in  good  standing  among  his  fellow-craftsmen.  He  should  be  a  man 
of  good  personality  and  in  vigorous  health.  He  should  be  experi- 
enced in  handling  men  and  should  know  how  to  teach  them.  Unless 
such  a  teacher  can  be  obtained,  the  school  ought  not  to  attempt  to 
give  trade  instruction.  The  instructors  of  the  general  evening- 
school,  when  selected,  as  they  frequently  are,  from  the  ranks  of 
teachers  in  the  day-schools,  are  skilled  in  the  regular  school  methods 
of  teaching,  but  they  are  not  familiar  with  the  methods  that  must 
be  employed  to  teach  efficiently  in  the  industrial  school.  Moreover, 
they  are  usually  lacking  in  a  practical  knowledge  of  the  trade,  with- 
out which  they  can  neither  teach  successfully  or  command  the  re- 
spect of  the  trade  worker.  .  .  . 

SHORT  UNIT  COURSES. 

To  handle  this  problem  successfully  requires  new  methods  of 
organization  and  a  new  type  of  course.  .  .  .  The  type  of  course  re- 
quired, it  is  believed,  is  the  short  unit  course.  .  .  . 

The  short  unit  course  is  an  intensified  form  of  instruction  which 
is  intended  to  serve  in  a  limited  number  of  lessons  a  specific  need 
of  a  particular  group.  Each  unit  deals  with  one  teaching  phase  of 
the  trade  and  is  complete  in  itself.  The  subject,  is  selected  with 
reference  to  the  need  of  the  group,  and  not  with  reference  to  its 
relation  to  other  parts  of  the  trade. 

The  short  unit  course  puts  up  a  trade  asset;  it  includes  only 
what  has  been  passed  upon  by  men  of  the  trade  and  found  to  be 
of  practical  value. 

Courses  organized  as  short  unit  courses  economize  the  time  of 
the  pupil.  This  is  done  by  eliminating  all  unnecessary  preparatory 
work  and  all  work  that  does  not  apply  to  the  specific  topics  to  be 
taught,  and  by  arranging  a  flexible  program  that  will  permit  the 
pupil  to  break  into  the  work  at  the  point  of  his  greatest  need. 

Courses  of  this  character  for  the  printing  trades  are  in  success- 
ful operation  elsewhere,  and  a  short  unit  course  for  journeymen  in 
the  machinist  and  building  trades  has  been  introduced  recently  into 
the  Cincinnati  night-schools.  We  see  no  reason  why  workers  in  the 
printing  trades  should  not  be  given  the  same  opportunity.  (See 
outline  of  short  unit  courses ;  Exhibit  27. 

44 


MANUAL  TRAINING. 

This  report  would  be  incomplete  without  some  discussion  of 
printing  as  a  manual-training  subject. 

It  is  generally  recognized  that  academic  training  only  does  not 
meet  the  needs  of  many  pupils  in  the  more  advanced  grades  of  the 
elementary  schools.  It  is  now  understood  that  many  children  are 
what  has  been  called  hand  minded  and  that  their  intellectual,  as 
well  as  their  manual  development,  is  greater  when  a  large  share  of 
their  time  is  devoted  to  manual  operations.  An  understanding  of 
this  fact  has  been  followed  by  the  establishment  in  numerous  cities 
of  what  has  been  called  pre-vocational  schools,  in  which  from  one- 
third  to  one-half  time  is  given  to  manual  wrork,  and  in  which  the 
mental  work  is  closely  correlated  with  the  manual.  The  manual  or 
shop  work  in  such  schools  is  not  an  advanced  course  in  manual 
training,  nor  is  it  a  specialization  in  one  trade.  On  the  contrary, 
pupils  in  such  schools  are  taught  the  elements  of  a  variety  of 
trades.  The  \vork  is  so  arranged  that  it  provides  a  great  variety  of 
experiences  with  many  kinds  of  materials..  In  some  schools  of  this 
character  the  work  consists  of  actual  trade  processes  and  produces 
articles  which  have  commercial  value.  In  others  it  does  not,  but 
on  the  contrary,  it  may  be  regarded  as  a  high-class  course  in  scien- 
tific tinkering.  In  either  case  the  work  is  so  arranged  as  to  develop 
resourcefulness  and  mental  ability  in  the  student  and  give  him 
those  experiences  by  which  he  may  determine  the  kind  of  work  for 
which  he  is  best  fitted  and  which  may  be  of  value  to  him  in  his 
later  trade  training. 

It  has  been  proven  that  such  work  will  hold  in  school  the  child 
who  at  present  finds  nothing  there  to  interest  him.  Parents  who 
are  as  much  influenced  by  the  vocational  motive  as  the  children 
have  their  interest  in  the  further  training  of  the  child  stimulated. 
Since  the  age  at  which  boys  may  leave  has  been  extended  to  15 
years  and  girls  to  16  years,  the  importance  of  this  kind  of  a  school 
has  been  greatly  increased. 

This  work  usually  extends  through  a  period  of  two  years,  the 
seventh  and  eight  grades.  The  following  trades  have  been  found 
to  furnish  shop  work  for  such  training: 

1.  Building  trades:     carpentry,  plumbing,  steam  and  gas  fit- 
ting, sheet  metal,  electrical  construction,  bricklaying,  tile 
construction,  concrete  work,  tile-setting,  painting  (house, 
sign  and  fresco),  paperhanging,  architectural  drafting. 

2.  Machine    trades:      patternmaking,    foundry    work,    forge 
work,   bench   and   vise   work,   machine   practice,   machine 
drafting. 

3.  Furniture  trades:     cabinetmaking,  finishing,  upholstering, 

4.  Printing    trades :      typesetting,    bookbinding,    engraving, 
lithography. 

5.  General  wood  and  metal  work:    joinery,  turning,  cabinet- 
making,  patternmaking,  foundry  work,  forge  work,  bench 
and  vise  work,  machine  practice. 

45 


The  weekly  time  schedule  for  a  seventh  grade  recommended  for 
such  a  school  in  the  Chicago  City  Club  Report  is  as  follows : 

Subject  No.  hours  per  week 

Shop  work  and   drawing 15 

Shop    science   and   shop   mathematics..., 2j4 

Industrial   geography,    history   and   civics 2j4 

English,  penmanship 5 

General    use,     recesses,    physical     education,     opening    exer- 
cises, study,  music 5 

The  schedules  in  Cincinnati  schools  give  4  to  7  hours  per  week 
to  manual  work.  In  one  school,  however,  more  industrial  in  its 
character,  the  boys  spend  3  hours  per  day  in  academic  work  and  3 
hours  per  day  in  the  school  woodworking  shop. 

It  will  be  seen  that  specialization  generally  in  any  trade  is  not 
attempted,  and  any  such  attempt,  before  the  student  has  reached 
the  age  of  14  or  15  years  and  passed  through  a  "trying  out"  period, 
would,  in  considerable  degree,  defeat  the  purpose  of  the  school,  i.  e., 
to  give  the  student  an  all-round  training  and  to  furnish  him  with 
those  experiences  which  will  assist  him  in  the  selection  of  his  life 
work. 

In  Cincinnati  such  pre-vocational  classes  are  in  operation  in  7 
schools :  Oyler,  Riverside,  Lincoln,  Guilford,  Washburn,  Douglas, 
Rothenburg. 

But  the  testing  time  in  which  the  student  tries  himself  out 
through  a  variety  of  manual  and  mental  experiences  does  not  stop 
with  the  elementary  schools.  The  high-school  period  is  peculiarly 
a  testing  time,  and  the  exercises  in  language,  science,  mathematics, 
social  science,  manual  operations,  etc.,  are  the  means  whereby  the 
student  finds  the  kind  of  work  for  which  he  is  best  fitted.  The 
manual  work  of  the  Cincinnati  high  schools  includes  cabinetwork, 
woodturning,  patternmaking.  molding,  forging,  machine-shop  work, 
mechanical  drawing,  and,  as  far  as  facilities  offer,  should  extend  to 
many  other  lines. 

Printing  as  Manual-Training  Work. 

As  yet  printing  as  a  manual-training  subject  has  not  been  intro- 
duced into  either  the  high  or  elementary  schools,  and  we  must  go 
out  of  Cincinnati  to  obtain  the  opinions  of  people  who  have  had 
such  experience  in  this  work. 

Reports  have  been  received  from  21  cities  in  which  printing  is 
part  of  the  manual-training  (pre-vocational)  work  of  the  public 
schools.  The  list  includes  Kansas  City,  Chicago,  Portland,  Ore., 
Lincoln,  Nebr.,  New  Haven,  Bridgeport,  Conn.,  Louisville,  Holyoke, 
Mass.,  Minneapolis,  Columbus,  Ohio,  Boston,  Springfield,  Mass., 
Buffalo,  Rochester  and  Los  Angeles.  These  cities  report  7  high 
schools  and  27  elementary  schools  in  which  printing  is  taught  as  a 
pre-vocational  subject. 

The  elementary  schools  give  from  \y2  hours  to  5  hours  per  week, 
\vhile  the  high  schools  devote  about  4  hours  per  week  to  printing 
as  a  manual  training  subject.  The  equipment  of  these  schools 
varies  from  a  single  8x12  press  and  a  few  fonts  of  type,  to  what  is 
perhaps  an  up-to-date  equipment  costing  from  $300  to  $5,000. 

46 


In  answer  to  the  question  as  to  how  the  work  in  printing  influ- 
ences the  work  in  academic  subjects,  we  have  the  following  replies: 

It  gives  added  interest  and  attention   (to  the  academic  subjects). 

It   helps   spelling,   punctuation,   correct  use   of   English. 

Good;   helps   spelling. 

Inspiring   and    brightening   grammar,    spelling   and   punctuation. 

Greatly   improves   accuracy   and   speed. 

Pupils  work  harder  in  academic  work,  because  they  can  apply 
their  knowledge  to  the  academic  work. 

Helps  in   English  and  mathematics. 

Marked   improvement   in    English   and   commercial   branches. 

English  and  designing  materially  helped. 

The  printing  is   very  helpful   to   English. 

It  helps  the  academic  work  and  is  made  the  basis  of  much  of 
the  work  in  mathematics,  industrial  history,  etc. 

Unquestionably  gives  an  added  interest  to   the   study  of   English. 

The  principal  of  Holclen  School,  Chicago  says: 

This  work  holds  the  interest  of  boys,  making  a  larger  number 
continue  after  14  years  of  age  and  increasing  the  number  of  those 
completing  the  eighth  grade*  It  assists  in  securing  proper  attention 
to  academic  work,  which  is  made  less  extensive  but  accomplishes 
quite  as  much  in  development  of  power,  initiative  and  individuality. 

But  the  value  of  printing  as  a  manual-training  subject  is  of  a 
broader  significance  than  just  its  influence  on  the  academic  subjects. 
On  this  question  we  quote  from  a  recent  number  of  The  Appren- 
tice Bulletin,  Indianapolis: 

.  .  .  There  is  no  question  that  the  manual-training  side  of  public- 
school  work  in  elementary  schools,  and  even  in  high  schools,  ought 
to  be  materially  strengthened.  This  form  of  training  is  very  im- 
portant for  all  children.  It  shoul<L  be  considered,  however,  as 
strictly  educational  and  not  vocational.  It  gives  to  children  excellent 
preparation  for  their  future  trade  training  by  familiarizing  them  with 
the  use  of  tools  and  the  manipulation  of  material,  and  it  develops 
the  power  of  co-ordination  of  brain,  eye  and  hand  which  is  im- 
portant for  everybody,  and  particularly  important  for  those  who  are 
to  engage  in  any  industries  which  involve  any  form  of  the  crafts- 
man's skill.  It  also  opens  up  the  content  of  the  various  industries 
and  enables  the  children  to  develop  their  tastes  and  capacities  and 
"find  themselves"  in  relation  to  their  future  life  work. 

Printing  is  one  of  the  most  valuable  of  these  manual-training 
subjects.  It  develops  a  range  of  capacity  wider  than  those  involved 
in  any  other  industrial  process.  On  account  of  the  character  of  the 
work  and  its  product,  it  has  important  relations  to  English  and  to 
many  other  branches  of  knowledge  involved  in  the  material  printed. 
There  is  no  better  way  of  fixing  an  impression  than  by  immediate 
expression.  There  is  no  better  way  of  learning  a  lesson  and  fixing 
its  content  in  mind  in  correct  proof,  and  producing  it  in  printed 
form. 

For  this  reason  the  use  of  printing  in  public  schools  as  a  manual 
training  subject  appears  highly  desirable.  It  is  important,  however, 
that  there  should  be  no  misunderstanding  as  to  what  is  being  done. 
The  fact  should  never  be  lost  sight  of  that  this  is  manual-training 
work  and  not  the  teaching  of  the  printing  trade,  and  that  the  boy 
who  has  learned  to  set  type  and  share  in  the  production  of  the 
school  paper  and  of  the  miscellaneous  printed  matter  used  by  the 
school  and  its  allied  activities  has  not  learned  the  printing  trade. 

.  .  .  Unquestionably,  the  boy  who  has  had  this  manual  or  pre- 
vocational  training,  and  through  it  has  developed  an  interest  in  the 
trade  while  acquiring  a  rudimentary  knowledge  of  its  practice,  makes 
a  more  promising  apprentice  than  the  boy  who  has  not  had  this 

47 


preparation.  Such  a  boy  may  well  become  a  printer  if  he  does  not 
make  the  mistake  of  supposing  that  he  is  one  already. 

...  It  is  extremely  important  that  the  schools  in  which  printing 
is  taught  should  not  commercialize  their  work.  There  is  always  a 
temptation  to  use  these  school  printing  plants  not  only  for  the  pro- 
duction of  a  special  paper  and  the  incidental  printing  of  the  schools, 
but  also  for  general  printing  for  the  city,  and  even  for  the  state, 
while  in  some  cases  which  have  come  to  the  attention  of  the  writer 
the  school  goes  into  the  open  market  as  a  competitor  for  job  print- 
ing of  all  sorts. 

This  practice  has  justly  been  resented  by  the  commercial  printers. 
It  is  unfair  to  the  commercial  printerj  especially  the  smaller  one, 
that  he  should  be  subjected  to  this  sort  of  competition.  While  he 
cannot  object  to  the  doing  of  its  own  legitimate  work  by  the  school 
itself,  he  has  a  right  to  object  to  the  exploitation  of  the  school 
plant  for  the  doing  of  work  which  he,  as  a  citizen  and  taxpayer, 
has  a  right  to  bid  on  in  fair  competition. 

But  there  is  another  and  even  more  serious  objection  to  the 
commercialization  of  '  these  educational  plants.  The  moment  the 
school  printing  shop  becomes  commercialized  its  educational  value 
is  impaired  if  not  lost.  The  primary  object  of  such  a  plant  is  edu- 
cational, and  its  work  should  be  done  with  reference  to  the  welfare 
of  the  boy  and  secondarily  to  that  of  the  industry.  The  moment  the 
plant  begins  to  be  conducted  with  a  view  to  output,  these  other  interests 
are  sacrificed.  It  then  becomes  nothing  more  or  less  than  a  com- 
mercial shop,  and  is  conducted  like  any  other  shop — with  an  eye 
single  on  the  interests  of  production,  thus  defeating  the  real  pur- 
pose for  which  the  school  exists. 

.  .  .  The  ability  to  write  good  English,  subject  to  the  rules  of 
grammar,  is  of  paramount  importance  in  education,  and  yet  if  there 
is  any  one  subject  in  which  the  public-school  pupils  show  a  notable 
deficiency  as  measured  by  required  standards,  it  is  that  of  English. 

The  construction  of  sentences  by  combining  words  in  conformity 
with  rules  is  at  best  a  difficult  subject  to  teach,  and  the  teacher 
should  have  every  supplementary  aid  that  will  help  in  this  work. 

Up  to  the  present  time,  language  lessons  and  the  writing  of  com- 
positions have  been  the  only  means  by  which  this  training  is  given; 
but  this  is  not  enough.  Good  English  requires  good  spelling,  cap- 
italization and  the  proper  use  of  punctuation  points.  In  writing, 
any  one  or  all  of  these  requirements  can  be  slurred  over  with  the 
pen,  and  the  pupil  can  thus  disguise  his  ignorance  of  these  matters. 
The  facility  with  which  these  requirements  can  be  slighted  in  writ- 
ing begets  a  slovenly  habit  through  life.  Under  these  conditions  it 
is  not  fair  to  expect  a  busy  teacher  to  be  a  critical  proofreader. 

Let  the  boy  take  to  the  case  the  composition  he  has  written  and 
set  it  up  in  type.  Every  word  of  that  composition  requires  the 
deliberate  selection  of  the  different  letters  of  which  it  is  composed; 
and  the  separation  of  words  or  clauses  by  punctuation  points  is 
dependent  upon  an  intelligent  knowledge  of  the  structure  of  lan- 
guage. Nothing  'but  precision  and  accuracy  is  tolerated  in  the  use 
of  types;  and  when  the  job  is  done  every  misspelled  word,  every 
proper  name  set  in  lower  case  and  every  misuse  or  omission  of 
punctuation  points  stares  him  in  the  face,  and  his  own  ignorance 
stands  revealed  in  black  and  white  to  his  teacher. 

The^  value  of  printing  as  a  means  of  education  is  not  limited 
to  this  service  only.  Drawing  is  an  essential  part  of  school  training. 
Since  good  printing  is  dependent  upon  the  appropriate  arrangement 
of  type,  artistic  design,  a  due  recognition  of  proper  balance,  and 
harmony  of  light  and  shade,  it  becomes  a  most  important  adjunct 
to  any  general  course  of  drawing  in  the  public  school.  Printing  is 
insistent  on  a  varied  requirement  of  design,  demanding  a  fresh 
handling  in  artistry  or  design  in  every  piece  of  work  taken  up. 

No  other  form  of  manual  training  can  be  introduced  into  the 
public  schools  that  can  be  made  to  yield  such  large  results  in  devel- 

48 


oping  a  clearer  and  better  understanding  of  language  and  in  giving 
definite  value  to  drawing  as  that  of  printing,  provided,  in  teaching 
it,  emphasis  is  given  to  the  literary  instead  of  the  mechanical  side 
of  the  work. 

Typewriting  concern^  itself  primarily  with  the  thought  to  be 
expressed,  rather  than  with  its  appearance,  except  within  narrow 
conventional  lines.  This  is  necessarily  so  because  of  the  limitation 
of  the  machine. 

On  the  other  hand,  composition  by  means  of  type  requires  not 
only  as  careful  attention  to  details  of  correct  text,  but  it  admits  an 
almost  endless  variety  in  forms  of  expression.  A  dozen  persons 
setting  up  the  same  copy  may  produce  results  no  two  of  which 
are  alike. 

It  is  this  opportunity  to  exercise  choice  and  to  give  pleasing 
expression  in  so  many  different  kinds  of  ways  that  makes  type- 
setting so  fascinating  and  attractive  to  everyone,  and  that  interest 
grows  as  the  artistic  possibilities  of  printing  are  developed  and 
become  better  understood.  Printing  requires  at  every  step  that 
consideration  shall  be  given  to  design,  which  shall  be  appropriate 
and  tastefully  executed. 

It  is  these  inherent  qualities  that  make  printing  a  particularly 
logical  sequence  to  drawing  as  taught  in  our  public  schools. 

The  mechanical  requirements  of  composition  and  presswork  are 
varied  and  exacting,  and  make  a  valuable  acquisition  to  the  forms 
of  motor  training. 


The  Attitude  of  Unions   Toward   Printing  as   Manual   Training. 

Our  inquiry  in  regard  to  the  attitude  of  the  unions  found  only 
one  or  two  instances  where  the  unions  were  unfriendly  to  printing 
as  a  manual-training  subject,  or  where  they  objected  to  the  intro- 
duction of  printing  machinery  into  the  schools.  On  the  contrary, 
the  attitude  of  the  unions  is  found  to  be  friendly.  Some  of  the 
answers  in  regard  to  the  attitude  of  the  unions  toward  the  schools 
are  as  follows : 

Gary,    Ind. — "Cordial." 

Cleveland — "They  encourage  the  work.  They  co-operate  with  us  in 
our  effort  to  train  boys.  Our  evening  classes  are  almost  exclu- 
sively union  printers'  boys." 

Springfield,  Mass. — "Endorsed  our  schools  and  are  helpful." 

Bridgeport,    Conn. — "Very    favorable;     co-operate." 

Columbus,  Ohio — "Favorably  disposed." 

Portland,   Ore. — "No  opposition;    have  approved  the  night  course." 

Detroit — "Friendly;    helped   to  establish   the   school." 
•    Louisville — "Friendly." 

Lincoln,  Neb. — "Favorable;  glad  to  co-operate.  President  of  printers' 
union  visited  our  shop,  then  sent  three  young  men  to  our  night 
school.  Favor  printing  machinery." 

In  a  few  cities,  notably  Cleveland,  Springfield,  Mass.,  Bridge- 
port, Conn.,  and  Buffalo,  unions  already  count  school  attendance 
at  printing  schools  as  a  part  of  the  period  of  apprenticeship,  or 
they  have  expressed  their  willingness  to  do  so. 

In  Louisville  the  unions  choose  graduates  of  the  pre-vocational 
school  in  which  printing  is  taught  in  preference  to  others;  the 
principal  of  the  school  expresses  it  as  his  belief  that  they  will  soon 
give  some  credit  on  apprenticeship.  Lincoln  Neb.,  says:  "The 
president  of  the  union  and  some  newspapers  have  indicated  a  will- 
ingness to  count  it." 

49 


Recommendations  as  to  Manual  Training. 

Our  inquiry  thus  indicates  that  both  the  schools  and  the  unions 
recognize  the  value  of  printing  as  a  manual-training  subject.  We 
therefore  recommend  the  introduction  of  printing  as  a  manual- 
training  subject  into  the  pre-vocational  classes  of  the  elementary 
schools  and  into  the  high  schools,  for  the  following  reasons : 

1.  The  educational  value  which  is  involved  in  the  printing 
trades. 

2.  The  valuable  reaction  which  work  at  the  printing  trades 
possesses,  creating  additional  interest  in  academic  studies, 
particularly  English; 

3.  The  assistance  which  such  work  will  give  to  the  student 
in  the  selection  of  a  vocation. 

THE  TEACHER;    HIS  QUALIFICATIONS. 

Whatever  may  be  the  kind  of  a  school  in  which  printing  is 
taught,  its  value  is  determined  principally  by  the  experiences,  the 
ideals,  the  character  and  ability  of  the  teacher.  Whether  in  the 
continuation  school,  the  evening  industrial  school,  or  the  high 
school,  the  teacher  of  printing  should  be  selected  from  the  trade  and 
not  from  the  school.  He  should  have  a  fair  general  education,  a 
general  knowledge  of  the  industry  with  a  full  understanding,  if 
possible,  of  composition  and  press  work.  He  should  be  experienced 
in  handling  men ;  he  should  know  how  to  secure  the  most  success- 
ful co-operation  of  both  employees  and  students. 

If,  in  addition  to  these  qualifications,  a  man  were  to  be  found 
who  had  experience  and  ability  as  a  teacher,  the  ideal  instructor  and 
director  would  have  been  discovered.  Unfortunately,  such  a  com- 
bination is  not  common.  Industrial  schools  are,  therefore,  select- 
ing from  the  industry  the  best  man  to  be  secured  and  attempting  to 
train  him  in  the  work  of  teaching.  This  plan  has  secured  better 
results  than  the  plan  of  taking  academically  trained  teachers  and 
endeavoring  to  acquaint  them  with  the  trade. 

Academic  teachers  may  continue  to  teach  academic  subjects, 
but  in  order  that  those  subjects  be  closely  correlated  with  the  shop 
work,  such  teachers  should  have  a  sympathetic  attitude  toward 
industrial  education  and  they  should  have  made  a  careful  study  of 
the  industry  for  the  purpose  of  closely  connecting  the  language, 
the  mathematics,  the  art  work,  etc.,  with  the  work  of  the  shop. 

Teachers  who  do  not  in  a  considerable  degree  meet  the  require- 
ments herein  indicated  should  not  be  employed  to  teach  students 
who  are  making  a  speciality  of  printing. 

AGE  AND  SCHOOLING  LAW. 

On  numerous  occasions  during  the  progress  of  the  survey,  the 
wisdom  of  the  present  compulsory-education  law  has  been  ques- 
tioned. The  law  of  1910  permitted  children  14  years  of  age  who 
had  completed  the  fifth  grade  to  leave  school  and  go  to  work.  In 

50 


1913  the  law  was  changed  extending  the  age  limit  for  boys  to  15 
years  and  for  girls  to  16  and  extending  the  schooling  requirement 
for  boys  to  the  sixth  grade  and  for  girls  to  the  seventh  grade. 

Not  only  employers,  but  social  workers,  public-school  officials 
and  teachers  have  expressed  doubt  as  to  the  advisability  of  permit- 
ting the  law  to  remain  in  its  present  form.  Inquiries  were  sent  out, 
which  included  the  questions : 

(1)  Is  the  present  schooling  law  best  for  the  boys? 

(2)  Whether  the  age  law  were  changed  or  not,  would  you  regard 
a  law  compelling  beginners  to  return  to  school  for  one  or  two  days 
per  week  until    18  years   of  age,   as   desirable,   provided   the  work  of 
the   school  was   directly  connected  with   the   work  of   the   shop? 

It  appears  that  employers,  with  the  exception  of  those  few  who 
believe  that  elementary  education  can  be  secured  best  entirely  be- 
fore entering  the  industry  and  those  few  who  believe  that  a  boy 
should  work  all  day  and  secure  his  "supplementary  education"  at 
night,  are  favorable  to  such  an  agreement  as  indicated  in  the 
second  question. 

It  was  found  that  a  few  employers  favor  the  present  law,  but 
the  majority  favor  a  return  to  the  law  of  1910.  They  say  that  the 
boy  is  more  flexible  at  14  than  at  16  and  that  he  learns  the  trade 
more  readily  if  his  apprenticeship  begins  at  the  earlier  age.  Fur- 
thermore, they  claim  that  a  i6-year-old  boy  seldom  will  begin  at 
wages  which  they  can  afford  to  pay  during  the  earlier  period  of 
apprenticeship,  but  that  the  14-year-old  boy  will  work  for  such 
wages  as  they  can  afford  to  pay  while  teaching  him  the  trade.  At 
best,  however,  we  must  regard  the  evidence  and  opinions  of  em- 
ployers in  this  case  as  coming  from  interested  parties,  and  it  will  be 
well  to  consider  the  evidence  of  persons  not  connected  with  the  in- 
dustry. 

In  this  connection,  no  other  person  in  Cincinnati  has  had  oppor- 
tunity to  study  intimately  so  large  a  number  of  children  in  their 
relation  to  industry  as  has  Mrs.  Helen  Thompson  Wooley,  director 
of  the  child  labor  division  of  the  public  schools. 

Mrs.  Wooley  says : 

From  our  study  of  the  children  who  go  to  work,  we  are  in 
sympathy  with  a  15-year  age  limit  for  beginning  industry.  We  can 
see  no  reason  for  making  a  higher  age  limit  for  girls  than  for  boys. 
At  14  the  children  seem  to  be  so  undeveloped  physically  as  to  make 
a  combination  of  school  and  industry  unwise.  Under  15,  we  think, 
the  industrial  training  should  be  of  the  type  known  as  pre-vocational, 
and  should  be  carried  on  entirely  within  the  school. 

We  believe  firmly  that  the  school  should  have  some  supervision 
over  the  first  few  years  of  industrial  life,  both  to  safeguard  the 
children  and  to  give  itself  the  means  of  understanding  the  demands 
being  made  upon  it  by  industry.  ^Furthermore,  we  are  convinced 
that  the  only  way  of  enforcing  the  child-labor  law  is  to  have  a  law 
which  demands  close  co-operation  with  the  schools.  The  present 
law  for  girls  is  not  and  cannot  be  enforced  because  it  contains  no 
compulsory-education  feature.  If  the  schools  are  made  responsible 
for  some  school  attendance,  then  the  enforcement  of  the  law  rests 
really  with  the  truant  officers.  The  law  then  provides  a  follow-up 
system.  Otherwise  the  matter  is  left  to  the  factory  inspectors,  who 
are  always  too  few  in  number,  and  there  is  no  follow-up  system. 


Mrs.  Wooley's  experience  is  entirely  with  children  who  leave 
the  elementary  school  to  go  to  work.  She  has  not  seen  these  same 
children  in  school  under  compulsion.  Since  the  law  no  longer 
permits  them  to  go  to  work  at  14  years  of  age.  a  considerable  num- 
ber of  this  type  are  now  in  high  school.  In  regard  to  them,  Mr. 
Pliny  A.  Johnston,  principal  of  Woodward  High  School  says: 

We  have  about  100  children  in  Woodward  High  School  who 
would  probably  be  better  off  at  work,  i.  e.,  work  for  part  time.  I 
believe  that  the  best  way  to  employ  them  for  part  time  would  be 
to  adopt  the  co-operative  half  time  system  so  that  the  manufacturers 
might  have  a  boy  or  girl  for  full  time.  There  is  really  no  demand  for 
children  for  one-half  time  each  day.  It  is  an  artificial  demand  or  an 
attempt  on  the  part  of  the  manufacturer  to  accommodate  the  schools. 
The  boys  or  girls  do  not  get  the  run  of  the  business  if  they  are  there  in 
one-half  day  stints.  If  they  are  there  for  full  time,  for  a  week  at  a  time, 
even  though  part  of  their  time  would  not  be  fully  occupied,  they 
become  more  familiar  with  the  business.  I  believe  the  one-half  time 
system  to  be  the  best  solution  of  the  problem  for  the  children,  the 
employers  and  the  parents. 

But  'let  us  turn  to  the  broader  view  of  the  general  administra- 
tive officer.  In  reply  to  the  inquiry,  Dr.  Randall  J.  Condon,  super- 
itendent  of  public  schools,  called  attention  to  'the  enrollment 
and  age  of  children  in  the  elementary  schools  during  the  school  year 
1912-13,  the  year  before  the  present  law  became  effective. 

Dr.  Condon  shows  that  in  that  year  there  were  4,895  pupils  en- 
rolled in  the  fifth  grade  and  2,518  in  the  eighth  grade,  a  difference  of 
2,377;  that  there  were  4,252  pupils  13  years  of  age,  and  2,313,  16 
years  of  age,  a  difference  of  1,939.  This  indicates  a  loss  of  practic- 
ally 2,000  pupils  over  14  years  of  age  during  the  last  three  years  of 
the  elementary-school  course.  Under  the  present  law  the  great 
majority,  perhaps  three-fourths  or  more,  comprising  the  approxi- 
mate loss  of  2,000  from  the  last  three  grades  of  the  elementary 
schools,  are  now  in  school.  Only  those  boys  more  than  15  years  of 
age  still  have  opportunity  to  leave  school.  Of  further  significance 
is  the  retardation  in  the  sixth,  seventh  and  eighth  grades.  There 
were  in  that  year  (1912-13)  more  than  3,600  pupils  in  the  last  three 
grades  over  14  years  of  age  more  than  one  year  behind  their  grade ; 
and  1,250  more  than  two  years  behind  their  grade.  (See  Exhibit 
21.)  A  careful  study  of  the  needs  of  these  children  who  form- 
erly left  school  at  14  years  of  age,  but  who,  because  of  the  present 
law,  are  in  school,  has  led  Dr.  Condon  to  make  the  following 
statement : 

While  I  cannot  say  absolutely  as  to  how  many  pupils  there  are 
in  the  last  years  of  the  elementary  school  for  whom  some  specia. 
industrial  training  should  be  provided,  I  believe  it  a  reasonable  state- 
ment to  say  that  there  are  at  least  3,000  pupils  between  the  ages  of 
14  and  16  years  for  whom  the  present  elementary  schools  do  not 
make  adequate  provision.  It  is  clear  to  me  that,  in  order  to  meet 
the  needs  of  these  young  people,  the  2,000  who  leave  school  between 
these  ages  and  the  1,250  who,  remaining  in  school,  are  two  or  more 
years  behind  their  grades,  we  must  make  a  radical  change  in  our 
present  plans  of  education.  This  I  believe  can  best  be  done  by  an 
elementary  co-operative  course  which  has  in  it  a  large  amount  of 
motor  activity  and  which  makes  a  direct  and  vital  connection  be- 

52 


•  tween  work  and  study,  school,  shop,  store  and  home.  All  of  these 
over-age  children  between  the  ages  of  14  and  16,  who  need  and  desire 
to  go  to  work  as  soon  as  the  law  will  permit,  should  have  an  oppor- 
tunity for  such  a  combination  of  work  and  study,  one-half  the  time 
in  school  and  one-half  at  work  in  the  chosen  vocation. 

For  pupils  who  do  not  desire  or  need  to  engage  in  actual  occu- 
pations, there  should  be  full-time  school  courses  that  have  in  them 
a  large  element  of  manual  work. 

These  co-operative  courses  should  also  be  extended  to  such  pupils 
between  the  ages  of  16  and  18,  with  more  time  given  to  the  actual 
work  and  a  smaller  share  to  school.  I  am  not  speaking  now  of  the 
pupils  of  normal  age  who  remain  in  school  voluntarily  and  who 
are  looking  forward  to  high  school  and  college  courses;  but  of 
these  pupils  who  are  slow  and  backward,  who  are  leaving  school, 
and  who  are  filling  the  poorly  paid  and  non-promoting  industries. 
Their  needs  must  be  met  and  can  be  by  such  a  plan  as  I  have  indi- 
cated above. 

,  It  matters  little  whether  you  call  such  a  plan  a  continuation 
school,  a  part-time  school  or  a  co-operative  course,  the  essential 
features  are  the  same;  namely,  that  the  children  should  not  be  al- 
lowed to  separate  themselves^from  school,  but,  remaining  in  school 
and  under  the  direction  of  the  school  authorities,  should  be  allowed 
to  enter  industries  that  have  in  them  educational  possibilities  and 
that  are  properly  safeguarded — the  work  and  study  going  on  side 
by  side,  each  interpreting  and  applying  the  other;  and  that  part  of 
the  teaching  from  the  school  side  should  be  related  directly  to  the 
vocation,  giving  a  general  intelligence  and  a  specific  education  for 
the  work  in  which  the  pupil  is  engaged  and  for  which  he  wishes  to 
prepare,  and  a  part  to  be  of  a  more  general  nature  not  directly 
relating  to  the  vocation.  This  I  believe  to  be  absolutely  necessary 
if  we  are  to  reach  and  help  this  large  number  of  young  people  whose 
interests  are  now  almost  entirely  overlooked  or,  at  least,  whose  needs 
are  unmet. 

I  am  aware,  however,  that  there  would  be  considerable  objec- 
tion to  a  change  of  the  present  law  which  would  make  it  possible 
for  children  14  years  of  age  to  go  to  work  even  for  half  time.  I, 
therefore,  should  not  urge  it,  but  would  feel  that  we  had  made  an 
important  advance  if  the  age  limit  for  full-time  school  attendance 
were  placed  at  15  years  of  age  for  girls  as  well  as  for  boys,  and 
such  a  system  of  education  as  I  have  outlined  were  established  for 
both. 

It  would  appear,  from  Superintendent  Condon's  statement  and 
from  interviews  with  numerous  school  people,  that  the  chief  diffi- 
culty with  the  present  law  is  that  it  lacks  the  flexibility  necessary 
to  take  care  of  individual  cases.  Among  the  children  of  the  indus- 
trial type  may  be  found  a  considerable  number  whose  development 
would  be  better  if  their  education  were  continued  on  a  part-time 
basis  between  school  and  shop.  Again,  as  has  been  shown  by  in- 
vestigations in  several  cities,  from  20  per  cent  to  25  per  cent  of  the 
children  who  leave  school  between  14  and  16  years  of  age  do  so  be- 
cause of  economic  necessity.  Dr.  Condon's  plan  will  take  care  of 
both  classes,  but  will  keep  in  school  all  but  such  special  cases  and 
give  to  them  that  combination  of  manual  and  academic  training 
which  is  so  necessary  for  their  development. 

We  agree  with  him  in  regard  to  the  age  limit  of  compulsory 
school  attendance,  but  doubt  whether  a  return  to  the  14-year  limit, 
even  with  modifications,  could  be  secured,  because  of  the  strong 
opposition  with  which  such  a  plan  would  perhaps  meet.  We  are 
inclined  to  believe,  however,  that  if  the  age  limit  be  fixed  at  15, 

53 


with  a  sixth  or  seventh  grade  qualification  for  full-time  attendance 
and  with  provisions  for  part-time  attendance  in  special  courses  to 
18  years,  that  children  who  had  completed  the  eighth  grade  should 
be  permitted  to  change  from  full-time  to  half-time  attendance  at 
14  years. 

Such  a  combination  of  school  and  work  to  the  eighteenth  year 
we  believe  would  do  much  to  establish  some  form  of  vocational 
training  which  would  in  a  great  measure  take  the  place  of  the  ap- 
prentice system. 

From  Mrs.  Wooley's  letter  we  get  the  recommendation  for  the 
amendment  of  the  child-labor  law  which,  if  adopted,  would  lead  to 
a  better  supervision  of  children  in  industry. 

In  view  of  the  experience  of  school  authorities  in  this  city,  it 
appears  that  the  following  suggestions  are  worthy  of  careful  con- 
sideration : 

1.  Amend  the  present  compulsory-attendance  law  so  as  to 
make  it  possible  for  boards  of  education  to  compel  full- 
time  attendance  for  both  boys  and  girls  to  15  years  of  age 
and  half-time  attendance  for  children  who  have  not  com- 
pleted the  eighth  grade,  with  a  combination  of  work  and 
school  to  16  years  of  age,  except  that  children  between  14 
and  15  years  of  age  who  have  completed  the  eighth  grade 
may  be  permitted  to  devote  half  time  to  work  and  half 
time  to  school. 

2.  Establish  for  children  under  16  years  of  age  who  are  per- 
mitted to  go  to  work  half-time  courses  in  which  the  aca- 
demic work  is  closely  related  to  the  work  of  the  shop. 

3.  Amend  the  present  law  so  as  to  give  the  school  control 
of  youth  in  industry  until  18  years  of  age. 

4.  Make  the  public-school  authorities,  through  the  work-cer- 
tificate    office,     truancy     department     and     continuation 
schools,  in  a  great  measure,  or  perhaps  entirely,  responsi- 
ble for  the  enforcement  of  the  child-labor  law. 

5.  Develop  the  work  of  the  full-time  courses  in  which  half 
time  is  devoted  to  manual  work  so  as  to  furnish  oppor- 
tunity for  all  children  who  need  such  training. 


APPRENTICESHIP  AGREEMENTS. 

In  any  system  of  co-operative  education,  there  should  be  pro- 
vided an  agreement  between  the  shop  and  the  school,  and  another 
between  the  apprentice  represented  by  his  parents  or  guardian  and 
the  employer.  In  connection  with  several  trades  in  Chicago,  where 
continuation  schools  are  well  developed  (such  schools  were  started 
in  1902)  agreements  of  this  character  are  general. 

For  the  following  statement  we  are  indebted  to  Mr.  W.  M. 
Roberts,  assistant  superintendent  of  Chicago  public  schools,  at  the 
St.  Paul  meeting  of  the  National  Educational  Association  in  1914: 

Attendance  at  school   of  apprentices   from  union   shops   is   in  ac- 
cordance  with    agreements    made    between   the    unions    and    organiza- 

54 


tions  of  employers.  With  few  exceptions,  no  deductions  are  made 
from  apprentices'  wages  for  the  time  spent  in  school.  The  first  of 
these  agreements,  made  in  1902,  was  between  the  joint  board  of  ar- 
bitration of  the  carpenters'  union  and  the  employing  contractors, 
and  the  superintendent  of  schools.  Since  then  the  plan  has  been 
growing  in  favor  and  has  been  extended  to  numerous  trades,  in- 
cluding plumbers,  sheet  metal  workers,  machinists,  electricians,  etc. 
The  unions  require  attendance  of  apprentices  at  school  and  in  most 
cases  enforce  obedience  to  regulations  by  withholding  the  working 
card.  The  carpenters  add  two  days  to  apprentices'  time  for  each 
day's  absence  from  school;  they  also  withhold  cards  in  cases  of  in- 
subordination or  failure  to  do  required  work.  Other  unions  have 
similar  methods  of  enforcing  attendance  and  good  conduct.  (See 
Exhibit  27.) 

Some  unions,  in  an  effort  to  restore  the  apprenticeship  system, 
are  insisting  upon  an  agreement  which  will  require  the  employer  to 
teach  apprentices  a  trade  or  so  much  of  it  as  is  conducted  in  his 
business. 

But  unless  apprentices  are  required  to  stand  an  examination  at 
the  close  of  their  apprenticeship,  such  agreements  would  be  inef- 
fective; and  where  students^  attend  continuation  school  during  the 
period  of  apprenticeship,  admission  to  the  trade  should  be  based  in 
part  upon  certificates  issued  by  the  school. 

Where  students  come  from  non-union  shops,  arrangements  are 
made  between  the  public  schools  and  employers  only;  but  in  all 
such  cases  there  should  be  regular  apprentice  indenture  contracts 
between  employers  and  parents  or  guardian,  in  which  the  employer 
obligates  himself  to  teach  the  boy  his  trade  and  permit  him  to 
attend  school  without  loss  of  pay. 

In  discussing  this  question,  Mr.  Roberts  expresses  it  as  his  opin- 
ion that  the  Chicago  system  needs  two  supplementary  provisions. 
There  should  be  provided  some  oversight  over  the  boy  to  see  that  he 
has  a  fair  opportunity  to  learn  the  trade,  and,  inasmuch  as  boys 
may  not  enter  the  trade  before  they  are  16  years  of  age,  some 
opportunity  should  be  provided  for  supplementary  training  before 
entering  the  trade.  The  chief  objection  to  the  latter  provision  is 
that  the  boy  has  no  assurance  that  he  will  be  taken  into  the  trade 
as  an  apprentice.  But  this  could  be  overcome  by  the  union's  re- 
quiring the  pre-apprentice  course  as  a  part  of  its  apprentice  regula- 
tions. Mr.  Roberts  thinks  that  this  could  be  brought  about  best  by 
having  the  apprentice  agreements  provide  that  preference  be  given 
to  boys  who  have  given  some  time  in  school  to  the  preliminary 
study  of  their  trade.  One  union  of  electrical  workers  already  has  be- 
gun to  work  out  this  plan. 

The  co-operative  department  of  the  Providence  (Rhode  Island) 
high  school  and  the  manufacturing  establishments  of  that  city  are 
also  working  under  an  agreement.  (See  Exhibit  No.  25.)  In 
Providence  the  shop  agrees  to  accept  a  certain  number  of  appren- 
tices each  year;  to  supply  apprentices  with  work  and  instruction 
of  such  a  nature  as  will  facilitate  their  becoming  competent  work- 
men ;  to  have  the  shop  open  at  all  times  for  the  inspection  of  school 
officials  designated  for  that  work,  and  to  maintain  proper  sanitary 
conditions  and  adequate  provisions  for  safety  of  pupils.  Student 
apprentices  are  not  dismissed  without  the  approval  of  the  school 
officials,  but  for  cause  they  may  be  suspended  until  investigation 
is  made.  The  shop  submits  all  forms  of  contract  for  apprentices 
in  regard  to  hours  of  work,  vacations,  rates  of  wages,  length  of 

55 


apprenticeship,  etc.,  to  the  school  officials  for  their  approval.  Agree- 
ments between  the  school  and  shop  may  be  cancelled  by  either  party 
at  the  end  of  any  school  year  by  giving  three  months'  notice. 

No  such  agreements  are  in  existence  in  Cincinnati  at  the  present 
time,  either  in  connection  with  the  co-operative  high-school  courses 
or  in  connection  with  the  continuation  schools.  Two  arguments 
have  been  presented  against  them:  (i)  an  apprentice  agreement 
will  sometimes  prevent  a  capable  boy  who  develops  aspirations  be- 
yond what  the  trade  offers  from  realizing  them ;  (2)  an  apprentice 
agreement  fixes  the  minimum  rate  of  pay  and  this  becomes  the 
maximum,  thus  preventing  the  capable  apprentice  from  obtaining 
as  much  as  he  otherwise  might  receive. 

With  regard  to  a  few  high-school  students,  the  first  argument 
might  be  applicable,  but  we  believe  that  the  instance  would  seldom, 
if  ever,  occur  wherein  an  aspiring  student  would  be  prevented  by 
an  agreement  from  achieving  his  ambitions.  With  regard  to  con- 
tinuation-school students,  it  is  probable  that  such  a  condition  would 
arise  so  infrequently  as  to  be  worthy  of  little  consideration. 

As  to  the  second  objection,  we  are  not  certain  that  a  satisfactory 
apprentice  agreement  could  be  drawn  with  a  variable  wage  scale  to 
be  determined  by  the  ability  of  the  apprentice ;  but  be  that  as  it  may, 
the  most  important  thing  is  that  the  boy  should  have  the  best  pos- 
sible opportunity  to  learn  to  do  well  the  work  connected  with  the 
vocation  of  his  choice. 

But,  fully  appreciating  the  objections  presented,  w7e  believe  that 
such  agreements  should  be  made  to  prevent  the  possible  exploita- 
tion of  the  boy,  to  impress  the  employer  with  his  obligations  and  to 
hold  that  boy  to  a  steady  course  of  useful  work. 

We  do  not  believe  it  to  be  desirable  in  this  report  to  state  in  de- 
tail the  nature  of  such  agreements,  either  between  the  shop  and  the 
school  or  between  the  employer  and  the  apprentice,  but  submit  the 
following  points  as  being  fundamental : 

1.  Continuation-school-student  apprentices  to  attend  school 
4  to  8  hours  per  week ;  high-school-student  apprentices  to 
attend  school  half  time. 

2.  Employers  to  teach  the  apprentices  the  trade. 

3.  School  officials  to  exercise  some  oversight  over  the  boy 
while  in  the  shop. 

4.  Shops  to  maintain  proper  sanitary  conditions  and  adequate 
safety  provisions  for  pupils. 

5.  T.he  work  of  the  school  to  be  considered  if  apprentices  are 
to  stand  examination  before  becoming  journeymen. 

6.  Continuation-school  students  to  attend  school  without  loss 
of  pay. 

7.  Student  apprentices  to  be  dismissed  only  after  full  under 
standing  between  the  school  authorities  and  the  shop. 

8.  The  form  of  apprentice  agreement  to  meet  the  approval  of 
the  school  authorities. 

9.  Agreements  between  the  school  and  the  shop  to  be  can- 
celled after  due  notice  by  either  party. 

56 


EXHIBITS. 
SUPPORTING  SURVEY  OF  PRINTING  TRADES. 


PAGE 


1.  Employers'  questionnaire    - 59 

2.  Employees'  questionnaire   61 

3.  Questionnaire  sent  to  schools  in  other  cities  62 

4.  Number  of  workers  in  printing  occupations  63 

5.  Number  of  workers  required  each  year 64 

6.  Maximum  and  minimum  number  of  workers  employed 65 

7.  Qualities  demanded  of  workers  in  various  occupations   66 

8.  Wage  conditions — tabulation  67 

9.  Recapitulation  of  employers'  questionnaires  . 68 

10.    Quotations  from  employers'  returns  74 

n.    Recapitulation  of  employees'  questionnaires: 

A.  Compositors 75 

B.  Machine  operators   78 

C.  Pressmen * 82 

D.  Press  feeders  86 

12.  Description  of  occupations: 

A.  Compositor     90 

B.  Linotype  and  monotype  operator 91 

C.  Pressman 93 

D.  Electrotyper     96 

E.  Stereotyper 97 

F.  Binder     100 

13.  Cleveland,  Ohio,  course  of  study,  elementary  industrial  school 103 

14.  Fitchburg  plan  of  co-operative  education  104 

15.  Buffalo,  N.  Y.,  courses  of  study  in  school  of  printing 105 

16.  Columbus.  Ohio,  courses  of  study  in  Columbus  Trade  School 108 

17.  Chicago,  111.,  Lakeside  Press  School  for  Apprentices   109 

1 8.  Cleveland.  Ohio,  summary  of  printing  course.  West  Technical  High 

School    113 

IQ.    Buffalo,  N.  Y.,  unit  courses  of  instruction  in  Vocational  School,  of 

printing   115 

20.  Short  unit  courses  in  printing  suggested  by  the  National  Society  for 

the  Promotion  of  Industrial  Education   "8 

21.  Enrollment  of  Cincinnati  public  schools  for  the  year  1012-13  (chart),  119 

22.  Vocational  and  pre-vocational  education  in  Cincinnati  public  schools,  120 

23.  Agreement    between    the    Rochester    (N.    Y.)    Typothetae    and    the 

Rochester  Shop-School   ' 121 

24.  Agreement  between  the  Buffalo  (N.  Y.)   Department  of  Public  In- 

struction and  Typographical  Union  No.  9  122 

25.  Agreement  between  the  school  committee  of  Providence  (R.  I.)  and 

employers     123 

26.  Apprentice  agreement  of  the  Curtis  Publishing  Company 125 

27.  Agreements  between  Chicago  public  schools,  employers  and  unions,  127 

28.  Special    agreement    between    the    Cincinnati    Typographical    Union 

No.  3  and  the  newspapers  130 

29.  Constitution  of  Cincinnati  Typographical  Union  No.  3   131 

30.  Agreement    on    apprenticeship    between     Cincinnati     Stereotypers' 

Union  and  local  newspaper  publishers   132 

31.  Contract    and    wage    agreement    of    Cincinnati    Pressmen's    Union 

No.   IT    133 

32.  Rules  of  the   Cincinnati   Printing  Pressmen's  Union   No.    n   in   re- 

gard to  apprentices   136 

33.  Contract  and  wage  agreement  of  Cincinnati  Press  Assistants'  Union 

No.  17   137 

34.  Partial  list  of  cities  in  which  printing  is  taught  in  the  public  schools.  139 
Bibliography    140 

57 


Exhibit  No.  1. 

EMPLOYERS'  QUESTIONNAIRE— VOCATIONAL  SURVEY  OF  THE 
PRINTING  TRADES,  CINCINNATI  CHAMBER  OF  COMMERCE. 

NOTE. — All  information  furnished  in  this  questionnaire  will  be  held  strictly  confidential 
and  used  only  for  the  purpose  of  determining  the  kind  of  industrial  education  which  will 
best  meet  the  needs  of  persons  engaged  in  the  printing  trades  in  Cincinnati. 

INSTRUCTIONS. — Please  fill  in  all  blanks  and  return  as  soon  as  possible  to  C.  R.  Hebble, 
Director  of  the  Vocational  Survey,  Chamber  of  Commerce,  Cincinnati,  Ohio.  Where  space 
for  reply  is  insufficient,  please  give  information  by  letter  referring  to  the  number  of  question 
answered. 

1.  Name  of  firm.       Date. 

2.  What  are  your  specialties? 

3.  To  what  extent  did  the  total  number  of  your  employees  (other  than 
office  help)  vary  in  1913?     Maximum  in  service.     Minimum  in  service. 

4.  Is  difficulty  experienced  in  obtaining  efficient  workers?     If  so,  in 
what  occupations?    To  what  do  you  attribute  this  difficulty? 

5.  Are  promotions   frequently  made  in  your  establishment  from  one 
occupation  to  another? 

6.  What  is  the  usual  line  of  promotion  in  your  establishment? 

7.  Are   untrained   beginners   wanted?     In   what   occupations   can   you 
use  them? 

Conditions  Under  Which  the  Work  Is  Performed. 

8.  What  occupations  involve  peculiar  physical  or  nervous  strain? 

9.  What  occupations  involve  peculiarly  unhealthy  conditions? 

10.  What  occupations  stimulate  the  intelligence  of  the  worker? 

11.  What  occupations  narrow  and  restrict  mental  and  manual  develop- 
ment? 

12.  What,    if    any,    unwholesome    moral    influences    are    to   be    guarded 
against? 

How  Workers  Are  Trained. 

13.  Does  the  worker  receive  any  instruction  or  training  in  your  estab- 
lishment more  than  what  he  can  pick  up  on  the  job?     If  so,  who  gives  it 
to  him? 

14.  What  work  in  your  establishment  can  be  acquired -with  little  or  no 
instruction? 

15.  What  are  the  terms  of  any  agreements  of  apprenticeship  you  may 
have? 

16.  What  is  the  difference  in  relation  to  the  shop  between  those  who  are 
apprenticed  and  those  who  are  not? 

17.  Do  you  find  that  those  who  are  apprenticed  have  a  better  attitude 
toward  their  work  than  those  who  are  not? 

Relation  of  Occupation  to  School  Training. 

18.  In  what  ways  have  you  found  the  industry  hampered  by  a  lack  of 
knowledge  on  the  part  of  beginners?     What  knowledge  which  beginners 
should  have  is  most  frequently  lacking? 

19.  In  what  occupations,  if  any,  is  general  school  training  beyond  the 
eighth  grade  of  value? 

20.  Would    experience    seem    to    indicate    that    a    complete    high-school 
course  is  of  advantage?     If  so,  for  what  occupations? 

21.  What  kind   of  a   school  would   most  help  workers   in   the   various 
printing  trades  during  the  apprenticeship  period?     For  which   occupations 

59 


do  you  believe  that  such  schools  could  be  provided  to  best  advantage?     In 
your  opinion,  what  should  be  taught  in  such  a  school? 

22.  If  a  part-time   day  school  were  established,   in  your  opinion  how 
many  hours  per  week  should  an  apprentice  attend? 

23.  If  a  part-time  day  school  were  established,  would  you,  as  an  em- 
ployer, be  willing  to  enter  into  an  agreement  providing  for  employment 
for  a  definite  period  of  apprenticeship  at  a  fixed  scale  of  wages  and  for 
attendance  of  apprentices  at  such  a  school  for  a  definite  number  of  hours 
each  week?     For  what  occupations  would  you  enter  into  such  an  agreement? 

24.  For  which  occupations  do  you  believe  such  an  agreement  would  be 
most  valuable? 

25.  In  your  opinion,  what  should  the  schools  do  for  the  worker  before 
he  begins  to  learn  his  trade? 

26.  What  do  you  believe  a  night  school  should  teach  to  help  a  journey- 
man who  wants  to  advance  in  his  trade? 

Remarks. 

In  addition  to  the  above  questions  a  blank  form,  headed,  "Please  fill  in 
blanks  below  for  all  occupations  represented  in  your  establishment,"  was 
submitted.  On  this  blank  were  designated  twenty-seven  of  the  printing 
trades,  with  requests  for  information  as  to:  (i)  Number  now  employed, 
male,  female;  (2)  range  of  weekly  wage  scale,  male,  female;  (3)  beginning 
wage;  (4)  usual  wage  second  year;  (5)  regular  hours  of  labor  per  day; 
(6)  beginners  employed  in  1913,  number,  number  between  ages  16  and  18, 
number  still  employed;  (7)  age  at  which  beginners  usually  enter;  (8)  pre- 
ferred age  for  beginners  to  enter;  (9)  period  of  apprenticeship;  (10)  age 
at  beginning  of  apprenticeship;  (n)  qualities  demanded  in  a  worker  for 
each  occupation,  intelligence,  accuracy,  patience,  strength,  color  sense, 
endurance,  keenness  of  sight,  dexterity,  artistic  feeling. 


60 


Exhibit  No.  2. 

EMPLOYEES'  QUESTIONNAIRE— AN  ANALYSIS  OF  THE  PRINT- 
ING TRADES   FOR  THE   PURPOSE    OF   DETERMINING 
WHAT    KIND    OF   SCHOOL   TRAINING   WILL 
MOST  BENEFIT  THE  WORKER. 

NOTE. — All  information  furnished  on  this  sheet  will  be  held  strictly  confidential  and  is 
to  be  used  only  for  the  purpose  of  determining  the  kind  of  industrial  education  which  will 
best  meet  the  needs  of  persons  engaged  in  the  printing  trades  in  Cincinnati.  Where  space 
for  reply  is  insufficient,  please  give  information  on  the  other  side  of  this  sheet  referring 
to  the  number  of  question  answered. 

1.  Name.     Union  or  non-union. 

2.  Name  of  employer. 

3.  Mention   here,   in   order,   different   occupations  at  which   you  have 
worked   in    the    printing   trades.     How   long   did   you   stay   at   this   work? 
Mention  here,  in  order,  different  jobs  you  have  had,  not  connected  with  the 
printing  trades.     How  long  did  you  stay  at  this  work? 

4.  What  is  your  present  occupation? 

5.  How  many  years  in  the  printing  business? 

6.  How  many  weeks  did  you  lose  in  1913  (except  through  sickness)? 

7.  How  many  hours  constitute  a  week's  work?     How  many  hours  on 
Saturday?     Your  present  weekly  wages   (do  not  include  overtime). 

8.  Age   at  which   you  began   to   learn   the   trade.     Age   at  which   you 
believe  beginners  should  begin.     Why? 

9.  Does  your  work  involve  any  peculiar  physical  or  nervous  strain? 

10.  Does  your  work  involve  any  especially  unhealthy  conditions? 

11.  How  long  did  it  take  you  to  learn  the  trade? 

12.  In  how  many  shops  did  you  work  while  learning  your  trade?     If 
you  changed  your  place  of  employment  several  times  while  learning  your 
trade,  what  were  your  reasons  for  changing? 

13.  Check  those  qualities  demanded  of  a  worker  in  your  trade:     Endur- 
ance,   dexterity,   accuracy,   patience,   color   sense,   strength,   artistic  feeling, 
special  intelligence,  keenness  of  sight. 

14.  While  learning  your  trade,  did  you  receive  the  proper  co-operation 
of  your  fellow-employees  and  foreman  or  were  you  compelled  to  pick  up 
the  trade  without  instruction  or  help  from  them? 

15.  If  you  did  not  receive  proper  co-operation,  whose  fault  was  it,  that 
of  your  employers,  your  foreman  or  your  fellow-workmen? 

16.  At  what  age  did  you  leave  school?     What  grade  did  you  reach? 

17.  In  what  ways  have  you  found  yourself  hampered  by  a  lack  of  knowl- 
edge or  school  training? 

18.  What  education  have  you  had  since  leaving  school?     Kind  of  school, 
name  of  school,  course  taken,  did  you  complete  course?,  why  did  you  select 
this  course?,  cost,  who  paid  for  tuition?,  how  much  increase  in  wages  or 
other  benefits  did  you  derive  from  said  course? 

19.  Is   any   high-school    training   at   all    of   value   in   your   occupation? 
Would  a  complete  high-school  course  be  of  advantage? 

20.  In  your  opinion  what  should  the  school  do  to  help  the  worker  in 
your  trade  before  he  begins  to  learn  the  trade? 

21.  What  do  you  think  a  part-time  school  could  teach  him  to  advantage 
during  his  apprenticeship? 


61 


Exhibit  No.  3. 
QUESTIONNAIRE  SENT  TO  SCHOOLS  IN  OTHER  CITIES. 

1.  What  is  the  nature  of  your  school?     Is  it  a  pre-vocational,  with 
printing  as  a  part  of  the  manual  work  for  seventh  and  eighth  grades,  a  high 
school,  a  trade  school  or  a  continuation  school? 

2.  How  much  time  per  week  do  students  give  to  printing? 

3.  If  academic  work  is  given,  what  is  the  influence  of  the  work  in 
printing  on  academic  work? 

4.  If  the  school  is  a  pre-vocational  one,  to  what  extent  does  the  work 
of  the  school  assist  boys  in  the  choice  of  a  vocation? 

5.  What  is  the  attitude  of  the  local  union  toward  the  school? 

6.  In   what   other   manual   work,    if   any,    do   students   in    this   school 
engage  ? 

7.  Is  your  school  a  part-time  or  a  full-time  school?     If  a  part-time 
school,  how  many  hours  per  week  do  students  attend? 

8.  Briefly  indicate  the  work  for  each  term.     If  you  have  printed  course 
of  study,  please  send  copy. 

9.  What  equipment  has  the  school  in  the  way  of  type,  presses,  etc.? 
10.  Do  the  local  unions  favor  or  oppose  the  introduction  of  machinery 

into  the  school? 

mii.  Do  the  local  unions  count  attendance  at  school  as  a  part  of  the 
periods  of  apprenticeship?     Explain. 

12.  What  agreement  have  you  with  employers  or  unions  in  regard  to 
apprentices? 


62 


Exhibit  No.  4. 

ESTIMATED  NUMBER  OF  WORKERS  IN  OCCUPATIONS  OF  THE 
ALLIED  PRINTING  TRADES,  CINCINNATI,  OHIO. 


Occupations. 

Estimate 
No.  i. 

Estimate 
No.  2. 

Estimate 
No.  3. 

Hand   typographers,    monotype   and   linotype 
operators,  proof-readers,  make-up  men,  stone 
hands 

I  300 

i  200 

I    OOO 

Pressmen,  web,  rotary,  platen,  cylinder,  etc.  .  .  . 
Press  helpers  and  feeders  

450 
600 

500 
700 

400 
600 

Electrotypers  .  . 

75 

150 

I  -ic 

Stereotypers 

en 

75 

•te 

Photo-engravers,  artist  

^o 

Photo-engravers,  mechanical  

75 

Photo-engravers,  both  artist  and  mechanical  .  .  . 
Bookbinders,  hand  and  machine  

105 
7OO 

125 
5OO 

100 
5OO 

Rulers.  .  .  . 

dO 

5O 

25 

Paper-cutters    . 

125 

I5O 

I5O 

Litho  engravers    . 

4.O 

Litho  pressmen  . 

•1C 

Litho  designers  . 

5O 

Litho  transferers  .  .  . 

2O 

Litho  press  feeders 

5O 

Total  of  employees  .... 

•z  .4.45 

•i    4.50 

2   Q4.5 

Litho  workers  

IQ5 

NOTE— Estimate  1  was  made  by  an  officer  of  an  organization  of  employers;  Estimate  No.  2 
made  by  a  member  of  one  of  the  unions;  Estimate  No.  3  was  made  by  an  employing  printer. 


63 


Exhibit  No.  5. 


ESTIMATED  NUMBER  OF  WORKERS  REQUIRED  EACH  YEAR  IN 

VARIOUS  OCCUPATIONS  OF  THE  ALLIED  PRINT- 

ING TRADES,  CINCINNATI,  OHIO. 


Occupation. 

Estimate 
No.  i. 

Estimate 
No.  2. 

Estimate 
No.  3. 

Hand    compositors,    monotype    and    linotype 
operators,  proof-readers,  make-up  men,  stone 
hands 

so 

20 

4.0 

Pressmen,  web,  rotary,  platen,  cylinder,  etc.  .  .  . 
Press  helpers  and  feeders,  job-press  feeders  .... 
Electrotypers  .  .                      ...            

40 

120 

6 

8 
30 

4 

20 
50 

Stereotypers 

4 

T. 

Photo-engravers,  artist  and  mechanical  
Bookbinders  
Rulers 

6 

15 
T. 

3 

5 

-7 



Paper-cutters  

6 

3 

12 

Litho  engravers 

2 

I/itho  pressmen 

2 

lyitho  designers 

7 

Ivitho  transferers 

I 

Litho  press  feeders  .  , 

4 

Note. — Estimate  No.  I  was  given  by  a  member  of  the  local  union;   Estimates 
Nos.  2  and  3  were  given  by  employing  printers. 


Exhibit  No.  6. 

NUMBER    OF    FIRMS,   WITH    NUMBER    OF    WORKERS    REPRE- 
SENTED AND  MAXIMUM  AND  MINIMUM  NUM- 
BER EMPLOYED,  CINCINNATI,  OHIO. 


Compiled  from  Reports  of  Employers,   Cincinnati   Survey. 


Specialty. 

Number 
Firms. 

Number  Workers 

In  Service  1913. 

Male. 

Female. 

Total. 

Maximum 

Minimum 

Edition  printers  and  bind- 
ers   

2 

25 
3 
13 
4 
i 
i 
i 
i 
ii 

224 
605 
167 
53 
114 

4 
4 
8 

12 
509 

133 
72 

4 

2 
2 
O 

5 
o 

4 
1  06 

357 
677 
171 

55 
116 

4 
9 
8 
16 
6i5 

388 
694 
194 
66 

I2O 

7 
9 
17 

8955 

379 
632 
189 
50 
H5 
4 
9 
H 
16 
718 

General  printing  

Publishers 

Job  printers  

Lithographers 

Machine  composition  

Job  binders 

Engravers 

Rulers  

Special 

Total 

62 

1,700 

328 

2,028 

2,4O6 

2,125 

Exhibit  No.  7. 

QUALITIES  DEMANDED  OF  WORKERS  IN  THE  VARIOUS 
OCCUPATIONS. 


Compiled  from   Employers'    Questionnaire. 


Occupation. 

Intelligence. 

Accuracy. 

Patience. 

Strength. 

OJ 
en 

C 

W 

J5 
"c 
U 

Endurance. 

Keeness  of 
Sight. 

Q 

Artistic 
Feeling. 

Compositor 

* 

, 

Linotype  operator  
Monotype  operator  
Monotype  caster  

Stoneman  
Proof-reader  

* 

* 

* 

* 

Press  feeder 

Pressman 

* 

* 

* 

* 

* 

66 


O, 

O 


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67 


be  paid  as  follows:  Wages  paid 
ges.  On  newspaper  work  appren- 
year, one-half;  fourth  year,  two- 


Exhibit  No.  9. 
RECAPITULATION  OF  EMPLOYERS*  QUESTIONNAIRES. 

Question  No.  4: 

(a)  Is  difficulty  experienced  in  getting  efficient  workers? 

35  report  yes. 
3  report  some  difficulty. 
18  report  no  information. 

(b)  If  so,  in  what  occupations? 

3  report  all  occupations.  • 

17  report  compositors. 
16  report  pressmen. 

8  report  feeders. 

3  report  machine  operators, 
reports  binders. 

reports  artists. 

reports  engravers. 

reports  transferers. 

reports  cutters. 

reports,  rulers. 
2  report  music  compositors. 

i  reports  those  occupations  controlled  by  labor  union. 
7  report  no  difficulty  in  any  of  the  occupations. 
12  reports  no  information. 

(c)  To  what  do  you  attribute  this  difficulty? 

7  report  specialization  of  work. 

6  report  workmen  deficient  in  school  training 

4  report  workmen  incompetent — do  not  stick. 

1  reports  entrance  age  limit  too  high. 

2  report  no  good  apprentice  system. 

3  report  influence  of  labor  unions. 

3  report  beginners  expect  too  much  pay. 

2  report  wages  small — do  not  attract  efficient  men. 
I  reports  according  to  shop  conditions. 

i  reports  number  of  small  shops. 

3  report  not  enough  learning  the  trade. 

3  report  lack  of  interest  on  part  of  workmen. 

i  reports  newspapers  get  best  men  by  paying  high  wages. 

i  reports  lack  of  proper  training. 

20  report  no  information. 

Question  No.  5: 

Are    promotions    frequently    made    in    your    establishment    from    one 
occupation  to  another? 

21  report  yes. 
31  report  no. 

3  report  not  often. 

7  report  no  information. 

Note.  It  is  the  opinion  of  the  investigator  that  the  employers 
reporting  promotions  made  in  their  establishments  did  not  mean  that 
promotions  were  made  trom  one  department  to  another.  The  only 
department  where  promotions  may  be  made  is  in  the  pressroom,  where 
press  feeders  are  promoted  to  be  pressmen. 

1  1    !%:  i    ; 

Question  No.  6: 

What  is  the  usual  line  of  promotion   in  your  shop? 
ii  report  apprentice  to  journeyman, 
i  reports  according  to  the  ability  of  the  employee. 

9  report  feeders  to  pressmen. 

i  reports  promotion  according  to  union  rules. 
39  report  no  information. 

68 


Question  No.  7: 

(a)  Are  untrained  beginners  wanted? 

29  report  yes. 
31  report  no. 

1  reports  beginners  employed  according  to  union  rules. 
9  report  no  information. 

Note.  The  employers  reporting  that  untrained  beginners  were 
wanted  did  so  because  in  their  opinion  learners  are  compelled  to  start 
somewhere.  Those  employers  reporting  "no"  were  the  smaller  shops 
which  on  account  of  their  size  must  have  experienced  men. 

(b)  In  what  occupations  can  you  use  them? 

15  report  all  departments. 

5  report  compositors.  , 

5  report  pressmen. 

2  report  feeders. 

i  reports  helpers, 
i  reports  binders. 

3  report  errand  boys, 
i  reports  artists. 

4  report  none. 

23  report  no  information. 

Question  No.  8: 

What   occupations   involve  peculiar  physical   or  nervous   strain? 
i  reports  stereotyper. 
4  report  linotype. 

3  report  compositor, 
i  reports  monotype. 

4  report  feeder. 

35  report  no  strain. 

11  report  no  information. 

Question  No.  9: 

What  occupations  involve  peculiarly  unhealthy  conditions? 

1  reports  machine  composition. 
48  report  no  unhealthy  conditions. 

12  report  no  information. 

Question  No.  10: 

What  occupations   stimulate  the  intelligence  of  the  worker? 
33  report  compositor, 
ii  report  all  occupations. 

9  report  pressman. 

4  report  machine  composition. 

2  report  binder. 

2  report  none,  it  seems, 
i  reports  editor. 

i  reports  stereotyper. 
1  reports  proof-reader. 
1  reports  designer. 

3  report  up  to  individual. 
9  report  no  information. 

Question  No.  11: 

What  occupations  narrow  and  restrict  mental  and  manual  development? 

7  report  feeding. 
41  report  none  of  the  occupations. 

13  report  no  information. 

Question  No.  12: 

What,  if  any,  unwholesome  .moral  influences  are  to  be  guarded  against? 
i  reports  drinking  when  off  duty, 
i  reports  cigarettes. 

69 


3i  report  no  unwholesome  moral  influences. 
28  report  no  information. 

Question  No.  13: 

(a)  Does    the    worker    receive    any    instruction    or    training    in    your 
establishment  more  than  what  he  can  pick  up  on  the  job? 

50  report  yes. 
5  report  no. 

5  report  no  information. 

(b)  If  so,  who  gives  it  to  him? 

41  report  foremen. 
10  report  journeymen. 
10  report  no  information. 

Question  No.  14: 

What   work   in   your   establishment   can   be   acquired   with   little    or   no 
instruction? 

30  report  none. 

19  report  press  and  machine  feeding. 
4  report  typesetting. 
2  report  folding. 

2  report  taking  proofs. 

3  report  bindery  work. 
2  report  paper  cutting, 
i  reports  mailing. 

8  report  no  information. 

Question  No.  15: 

What  are  the  terms  of  any  agreements  of  apprenticeship  you  may  have? 
45  report  no  agreement  with  apprentices. 
8  report  apprenticeship  agreement  with  unions. 

1  reports  union  agreement  in  composing  room. 

2  report  4  to  5  years,  increase  wages  every  6  months. 
i  report  agrees  to  teach  learner  typesetting. 

6  report  no  information. 

Note.  None  of  the  shops  in  this  city  with  the  exception  of  a  few 
working  under  agreement  with  unions  make  any  agreement  with  the 
boy  who  enters  the  printing  shop. 

Question  No.  16: 

What  is  the  difference  in  the  relation  to  the  shop,  between  those  who 
are  apprenticed  and  those  who  are  not? 
35  report  no  difference. 

3  report  apprentices  have  better  prospects. 
23  report  no  information. 

Note.  Those  firms  reporting  that  apprentices  have  a  better  atti- 
tude toward  their  work  are  union  shops. 

Question  No.  17: 

Do  you   find   that   those   who   are   apprenticed   have   a   better   attitude 
toward  their  work  than  those  who  are  not? 
35  report  no  difference. 

7  report  apprentices  have  better  attitude. 
23  report  no  information. 

Note.  Those  firms  reporting  that  apprentices  have  better  attitude 
are  shops  working  under  agreement  with  the  local  unions. 

Question  No.  18: 

(a)   In  what  ways   have   you   found  the   industry  lam'pered   by  lack   of 
knowledge  on  the  part  of  beginners? 
27  report  common-school  education. 
12  report  general  intelligence. 

70 


1  reports  beginners  are  too  old. 

2  reports  carelessness  on  part  of  workmen. 

(b)   What  knowledge  which  beginners  should  have  is  most  frequently 
lacking? 

22  report  spelling. 

14  report  punctuation. 
13  report  grammar. 

ii  report  reading. 

11  report  writing. 

9  report  arithmetic. 
7  report  capitalization. 

5  report  English. 

3  report  mental  ability. 

2  report  ambition  necessary  for  success 
I  reports  artistic  ability. 

reports  discipline. 

reports  drawing. 

reports  designing. 

reports  general  common  school  subjects. 

reports  mechanics. 

reports  make-ready. 

6  report  no  information. 

Question  No.  19: 

In   what   occupations,    if   any,    is    general    school    training   beyond   the 
eighth  grade  of  value? 

23  report  none  of  the  occupations. 

19  report  compositor. 

5  report  all  of  the  occupations, 
i  reports  proof-reader, 
i  reports  foremen  only. 

reports  all  except  feeding. 

reports  pressmen. 

reports  drawing. 

reports  designer. 

reports  transferer. 

reports  art-school  education. 

12  report  no  information. 

Question  No.  20: 

(a)  Would   experience   seem   to   indicate  that   a   complete  high-school 
course  is  of  advantage? 

36  report  not  necessary. 

20  report  yes. 

1  reports  yes  for  editors. 
5  reports  no  information. 

(b)  If  so,   for  what   occupations? 

19  report  compositors. 

5  report  proof-readers. 

3  report  machine  compositors. 

2  report  all. 

i  reports  pressman, 
i  reports  transferer. 

Question  No.  21: 

(a)  What  kind   of  a   school  would   most  help  workers   in   the  various 
printing   trades    during   the    apprenticeship    period? 

15  report  technical  with  machinery. 
9  report  present  night  schools. 

6  report  continuation  school  O.  K. 


6  report  none  necessary. 

3  report  vocational. 

2  report  co-operative. 

i  reports  eighth  grade  education  sufficient. 

1  reports  teach  boy  the  trade  before  he  enters  shop. 

2  report  continuation  with  practical  training. 
18  report  no  information. 

(b)  For  what  occupations  do  you  believe  such  schools  could  be  pro- 
vided for  to  best  advantage? 

20  report  compositors. 

11  report  pressmen. 

9  report  all  occupations. 

4  report  binders. 

2  report  proof-readers. 

2  report  none. 

i  reports  lithographers. 

1  reports  ad  writers. 

9  report  no  information. 

(c)  In  your   opinion  what  should  be  taught   in   such   schools? 

17  report  general  trade  knowledge. 

12  report  spelling.  y 
10  report  arithmetic. 

9  report  grammar. 
9  report  reading. 
9  report  writing. 

4  report  English. 

3  report  punctuation. 
3  report  design. 

3  report  art. 

2  report  composition. 

i  reports  proof-reading. 

i  reports  chemistry. 

i  reports  history. 

i  reports  geography. 

I  reports  binding. 

i  reports  capitalization. 

1  reports  concentration. 
26  report  no  information. 

Question  No.  22: 

If   a   part-time    day    school    were    established,    in    your    opinion,    how 
many  hours  per  week  should  an  apprentice  attend? 

5  report  2  half  days. 

4  report  half  school,  half  work. 

2  report  i  week  work,  i  week  school. 
2  report  i  half  day  per  week. 

reports  12  hours  per  week. 

reports  4  hours  per  week. 

reports  i  day  work;  5  days  school. 

reports  i  hour  per  day. 

reports  2  hours  per  day. 

reports  4  to  6  hours  per  week. 

reports  8  hours  per  week. 

5  report  do  not  approve  part-time  schools. 
36  report  no  information. 

Question  No.  23: 

(a)  If  a  part-time  school  were  established  would  you,  as  an  employer, 
be  willing  to  enter  into  agreement  providing  for  employment  for  a 
definite  period  of  apprenticeship  at  a  fixed  scale  of  wages  and  for 
attendancee  of  apprentices  at  such  a  school  for  a  definite  number 
of  hours  each  week? 

72 


26  report  yes. 
25  report  no. 

1  reports  yes  for  alternate  weeks. 
10  report  no  information. 

(b)   For  what  occupations  would  you  enter  such  agreement? 

19  report  compositors. 
8  report  pressmen. 

2  report  proof-readers, 
reports  offset  pressmen, 
reports  machine  composition, 
reports  ad  men. 

reports  binders. 

reports  engravers. 

reports  rulers. 
5  report  all  occupations. 
7  report  none. 

2  report  none — shop  too  small. 
25  report  no  information. 

Question  No.  24: 

For  what   occupations   do   you   believe   such   an   agreement   would   be 
most  valuable? 

20  report  compositors. 
2  report  proof-readers. 

10  report  pressmen. 

2  report  machine  composition. 

4  report  all. 

i  reports  binder, 
i  reports  engraver. 

5  report  none. 

1  reports  ad  men. 

25  report  no  information. 

Question  No.  25: 

In  your  opinion,  what   should  the  schools   do  for  the  worker  before 
he  begins  to  learn  a  trade? 

19  report  ordinary  eighth  grade  education  sufficient. 

3  report  train  student  to  think. 

2  report  teach  fundamentals  of  the  trade. 

2  report  teach  essential  academic  subjects. 

1  report  determine  vocation  for  which  boy  is  fitted, 
i  reports  night  school  attendance. 

3  report  insist  on  boys  passing  the  eighth  grade. 

i  reports  teach  relation  of  employee  to  employer. 
23  report  no  information. 


73 


Exhibit  No.  10. 

QUOTATIONS  FROM  EMPLOYERS'  RETURNS. 

"It  would  practically  be  impossible  to  give  part  of  each  day  to  a 
co-operative  or  other  school,  but  a  certain  number  of  boys  and  girls  might 
spend  alternate  weeks  at  work  and  at  school,  the  numbers  being  so  bal- 
anced that  the  work  would  not  suffer." 

"We  believe  that,  could  the  boys  be  taught  in  school  before  coming 
to  our  office,  to  respect  their  employers,  have  staying  qualities  and  to 
know  that  they  are  fitted  for  the  business,  there  would  be  no  use  for  any 
part-day  schools,  provided  they  have  had  an  ordinary  grammar-school 
education.  The  average  printer  will  not  send  his  apprentices  to  school, 
pay  them  wages  for  going  and  then  have  this  same  apprentice  leave  him 
when  he  is  efficient.  We  need  to  improve  the  quality  of  the  boy  before 
he  enters  the  workshop." 

"Part-time  day  schools  of  no  value  unless  apprentice  begins  work  at 
the  age  of  12  years — at  age  of  16  must  pay  too  high  wage  to  give  off  time 
for  further  education  which  would  be  acquired  at  present  night  school." 

"So  very  few  who  have  attended  high  school  ever  worked  in  the  print- 
ing trade,  that  there  is  no  data.  Our  continuation  school  is  very  valuable 
and  a  purely  technical  school  looks  desirable.  Teach  such  academic  sub- 
jects as  are  essential  and  give  him  a  sound  view  of  the  relations  of 
employer  and  employee." 

"Have  found  that  the  present  continuation  school  with  only  few  hours 
per  week  a  benefit  to  the  one  apprentice  I  have." 

"Have  been  running  a  night  linotype  school  since  December  1st. 
They  learn  in  an  hour  under  instruction  what  they  would  pick  up  in  a 
month  if  left  to  themselves." 

"I  have  sent  two  of  my  boys  to  the  continuation  school  four  days  a 
week,  from  four  to  five.  I  approve  of  this  work  for  the  last  hours  of  the 
working  day." 

"Present  continuation  school  is  no  good.  Boys  do  not  get  enough 
schooling  there  to  assist  in  any  way.  Night  school  is  bad  because  boys 
cannot  work  all  day  and  then  go  to  school.  Give  boys  education  before 
allowing  them  to  work." 

"Need  more  common  schooling,  but  high  school  not  good  for  them. 
Good  knowledge  of  spelling,  punctuation,  rules  of  grammar,  and  ordinary 
knowledge  of  arithmetic  most  frequently  lacking.  The  greatest  thing  the 
schools  could  do  would  be  to  stimulate  the  boys'  desire  to  master  a  trade 
thoroughly  and  not  drift  about  from  job  to  job.  Education  is  not  as 
essential  as  a  desire  to  learn,  and  the  indifference  of  the  average  boy  is 
the  greatest  detriment.  Keep  away  from  organizations  until  he  is  a  com- 
petent journeyman,  as  they  are  his  greatest  detriment." 


74 


Exhibit  No.  n. 

RECAPITULATION  OF  EMPLOYEES'  QUESTIONNAIRES. 

A— COMPOSITORS. 

Question  No.  3: 

(a)  Name  occupations  at  which  you  worked  in  the  printing  trades. 

17  men  worked  as  compositors  only. 
8  men  worked  as  press  operators. 
7  men  worked  as  feeders. 

1  man  worked  as  cutter. 

(b)  Length  of  time  men  worked  before  entering  printing  trades. 

3  men  worked     I  year. 

2  men  worked     2  years, 
i  man  worked     3  years, 
i  man  worked     5  years. 

1  man  worked  n  years. 

Question  No.  5: 

How  many  years  in  the  printing  business? 

2  men  reported     3. 

2  men  reported     4. 

3  men  reported     8. 

3  men  reported  9. 
2  men  reported  10. 

4  men  reported  n. 
2  men  reported  12. 

man  reported  13. 

man  reported  14. 

man  reported  15. 

men  reported  16. 

man  reported  17. 

man  reported  19. 

man  reported  20. 

man  reported  21. 

man  reported  25. 

man  reported  37. 

2  men  reported  24. 

1  man  reported  30. 

2  men  reported  40. 

Question  No.  6: 

How  many  weeks  did  you  lose  in  1913,  except  through  sickness? 

19  reported  no  time  lost. 

4  reported  i  week  lost. 
2  reported  2  weeks  lost. 
2  reported  3  weeks  lost. 

reported  4  weeks  lost, 

reported  5  weeks  lost, 

reported  13  weeks  lost, 

reported  16  weeks  lost, 

reported  6  months  lost. 

Question  No.  7: 

How  many  hours  constitute  a  week's  work?     Saturdays? 
(Weeks). 

22  report  54  hours. 
6  report  48  hours. 

5  report  52  hours, 
i  report  50  hours, 
i  report  53  hours, 
i  report  60  hours. 

75 


(Saturdays). 

14  report  5^4  hours. 
II  report  5       hours. 

5  report  4^  hours. 
4  report  4      hours. 

1  report  4^4  hours. 

Question  No.  8: 

Age  at  which  you  began  to  learn  the  trade. 

11  report  16  years. 
8  report  14  years. 
4  report  15  years. 
3  report  13  years. 
3  report  18  years. 

2  report  17  years. 

2  report  19  years, 
i  report  n  years. 
I  report  12  years. 

1  report  20  years. 

Age  at  which  you  believe  beginners  should  begin. 

15  chose  16  years. 
8  chose  18  years. 

3  chose  17  years. 

2  chose  15  years. 

2  chose  19  years, 
i  chose  13  years. 
I  chose  14  years. 
I  chose  20  years. 

3  gave  no  information. 

Reasons    for    selecting    certain    ages    for    beginners. 

4  men    chose    16-20   years    because    more    matured    journeymen 
when  of  age. 

4  men  chose  18-20  because  a  good  education  is  required. 
3  men  chose  14-16  because  printing  is  education  itself. 

6  men  chose  16-17  because  it  is  legal  age  and  also  because  of 
proper  schooling. 

3  men  chose  15-16-17  because  at  these  ages  boys  will  take  orders 

better  and  are  more  industrious. 
1  man  chose  12-14  years  because  beginners  should  learn  while 

young, 
l  man  was  of  the  opinion  that  shop  conditions  regulated  the  age. 

Question  No.  9: 

Does  your  work  involve  any  peculiar  physical  or  nervous  strain? 

12  report  no  strain. 
8  report  yes. 

5  repprt  eye  strain. 

5  report  nervous  strain. 

6  gave  no  information. 

Question  No.  10: 

Does   your  work   involve   any   especially  unhealthy   conditions? 
22  report  no  unhealthy  conditions. 

4  report  yes. 

4  report  type  dust. 

i  report  lack  of  ventilation. 

5  report  no  information. 

76 


Question  No.  11: 

How  long  did  it  take  you  to  learn  the  trade? 
13  report  4  years, 
ii  report  still  learning. 
5  report  3  years. 

4  report  5  years. 

1  report  2j^  years. 

2  report  no  information. 

Question  No.  12: 

In  how  many  shops  did  you  work  while  learning  the  trade? 
17  report     I  shop. 
9  report     2  shops. 

5  report     3  shops. 

2  report     4  shops, 
i  report     5  shops, 
i  report  12  shops. 

i  report  no  information. 

Question  No.  13: 

Reasons  for  changing. 

9  report  better  conditions. 

3  report  more  money. 

i  report  printers'  strike. 

6  gave  no  information. 

Question  No.  14: 

While  learning  the  trade,  did  you  receive  the  proper  co-operation  of 
your   fellow-employees  and   foreman,   or  were  you   compelled  to  pick 
up  the  trade  without  any  instruction  or  help  from  them? 
15  report  proper  co-operation  received. 
9  report  compelled  to  pick  up  the  trade. 

8  gave  no  information. 

Question  No.  15: 

If  you  did  not  receive  proper  co-operation,  whose  fault  was   it,   that 
of  your  employers,   your  foreman,  or  your  fellow  workmen? 

4  report  fault  due  to  foremen. 

3  report  fault  due  to  all. 

1  report  fault  due  to  fellow-workmen. 

Question  No.  16: 

At  what  age  did  you  leave  school? 
13  left  school  at  14  years. 

7  left  school  at  13  years. 

5  left  school  at  15  years. 

4  left  school  at  16  years. 

2  left  school  at  19  years, 
i  left  school  at  12  years. 

1  left  school  at  18  years, 
ii  gave  no  information. 

What  grade  did  you  reach? 

10  reached  the  eighth  grade. 

9  reached  the  sixth  grade. 

9  reached  the  seventh  grade. 

2  reached  the  second  high  school, 
i  reached  the  third  high  school. 

i  reached  the  fourth  high  school, 
i  reached  through  high  school. 

3  gave  no   information. 

77 


Question  No.  17: 

In  what  ways  have  you  found  yourself  hampered  by  lack  of  knowledge 
or  school  training? 

9  reported  not  hampered  in  any  way. 

4  reported  deficient  in  spelling. 

4  reported  deficient  in  grammar. 
2  reported  deficient  in  arithmetic. 

1  reported  deficient  in  punctuation. 

i  reported  deficient  in  proof-reading. 

1  reported  deficient  in  artistic  training. 
19  gave  no  information. 

Question  No.  18:  j 

What  education  have  you  had  since  leaving  school? 

13  report  none.  i    1 

5  report  general  reading.  .  ;>, 
report  special. 

report  printers'school,  Y.  M.  C.  A.  two  courses. 

report  night  school,  I.  C.  S.  accounting. 

report  commercial  school. 

report  night  O.  M.  I.  '- 

report  night  high,  academic. 

Question  No.  19: 

Is  any  high-school  training  at  all  of  value  in  your  occupation? 
25  report  yes. 

7  report  no. 

4  gave  no  information. 

Would  a  complete  high   school  course  be  of  advantage? 
22  report  yes. 

8  report  no. 

6  gave  no  information. 

Question  No.  20: 

What    in   your   opinion    should    the    schools    do    to    assist    the    worker 
before  entering  the  trade? 

19  suggest  teaching  spelling. 
13  suggest  teaching  grammar. 
8  suggest  teaching  arithmetic. 
8  suggest  teaching  punctuation. 

5  suggest  teaching  reading. 

2  suggest  teaching  art. 

2  suggest  teaching  composition, 
i  suggests  teaching  Latin. 

i  suggests  teaching  literature. 

i  suggests  teaching  history   of   printing. 

1  suggests  teaching  design. 

3  favor  vocational  training. 

3  consider  general  training  necessary. 

B— MACHINE  OPERATORS. 
Question)  No.  3: 

Different  occupations  at  whcih  men  worked  in  the  printing  trades. 
3  worked  on  machine  composition  only. 

2  worked  as  compositor,  feeder,  pressmen, 
i  worked  as  compositor — simplex  machine. 

1  worked  as  compositor — copy  holder. 

2  gave  no  information. 


Length  of  time  men  worked  before  entering  printing  trades, 
i  man  worked  3  months. 
I  man  worked  I  year, 
i  man  worked  2  years, 
i  man  worked  3  years, 
i  man  worked  4  years. 

Question  No.  5: 

How  many  years  in  the  printing  business? 
man  worked     I  year, 
man  worked     6  years, 
man  worked     9  years, 
man  worked  10  years, 
man  worked  12  years. 

1  man  worked  19  years, 
man  worked  23  years. 

2  men  worked  13  jears. 

3  men  worked  18  years. 

Question  No.  6: 

How  many  weeks  did  you  lose  in  1913,  except  through  sickness? 
10  reported  no  time  lost, 
i  reported  3  days  lost, 
i  reported  i  week  lost, 
i  reported  20  weeks  lost. 

Question  No.  7: 

How  many  hours  constitute  a  week's  work?     Saturday's? 
(Weeks). 

9  reported  48  hours. 

4  reported  54  hours, 
i  reported  52  hours. 

(Saturday). 

6  report  4      hours. 

5  report  5       hours, 
i  report  4^2  hours, 
i  report  5^4  hours. 

1  report  4%  hours. 

Question  No.  8: 

Age  at  which  you  began  to  learn  trade. 
3  report  14  years. 

3  report  15  years. 

2  report  17  years. 

2  report  18  years.     . 
i  report  16  years, 
i  report  19  years. 

1  report  22  years. 

Age  at  which  you  believe  beginners   should   begin. 

4  chose  16  years. 

2  chose  17  years. 
4  chose  18  years. 

2  gave  no  information. 

1  chose  21  years. 

Reasons  for  selecting  certain  ages  for  beginners  to  begin. 
4  gave  no  information. 

2  chose  16  years  because  mind  is  adaptable  to  impression. 

I  man  chose  16  years  because  the  boy  then  has  had  a  common 
school  education. 

79 


3  men  chose  18  years  because  they  believe  that  the  boy  should 

get  a  good  education. 
i  man  chose  18  years  because  of  his  belief  that  a  boy  can  learn 

better  while  young. 
I  man  chose  21  years  because  he  believes  that  the  boy  should 

have  a  good  education. 

Question  No.  9: 

Does  your  work  involve  any  peculiar  physical  or  nervous  strain? 
6  reported  yes. 

3  reported  no. 

4  gave  no  information. 

Question  No.  10: 

Does  your  work  involve  any  unhealthy  conditions? 
6  reported  no. 
4  reported  odor  of  metal. 
3  gave  no  information. 

Question  No.  11: 

How  long  did  it  take  you  to  learn  the  trade? 
3  reported  4      years. 
3  reported  5       years. 
3  reported  4^2  years, 
i  reported  still  learning, 
i  gave  no  information. 

Question  No.  12: 

In  how  many  shops  did  you  work  while  learning  the  trade? 

6  reported  i  shop  only, 
i  reported  2  shops. 

i  reported  3  shops. 

1  reported  4  shops. 

Question  No.  13: 

While  learning  the  trade   did  you   receive  proper  co-operation  and   if 
not  whose  fault  was  it? 

7  reported  co-operation  received. 

2  reported  little  received. 

3  gave  no  information. 

Question  No.  16: 

At  what  age  did  you  leave  school? 

4  left  school  at  14  years. 

2  left  school  at  17  years, 
left  school  at  18  years, 
left  school  at  16  years, 
left  school  at  15  years, 
left  school  at  13  years, 
left  school  at  12  years, 
gave  no  information. 

What  grade  did  you  reach? 

4  reached  the  eighth  grade. 

3  reached  the  ninth  grade. 

i  reached  the  twelfth  grade. 

1  reached  the  seventh  grade. 

2  gave  no  information. 

80 


Question  No.  17: 

In  what  ways  have  you  found  yourself  hampered  by  lack  of  knowledge 
or  school  training? 

2  reported  not  hampered. 

i  reported  deficient  in  spelling  and  punctuation. 

1  reported  lack  of  advancement. 
9  gave  no  information. 

Question  No.  18: 

What  education  have  you  had  since  leaving  school? 
4  reported  none. 

2  home  reading. 

1  reported  2  years'  night  high  school, 
reported  commercial  night  school, 
reported  art  and  English, 
reported  grammar  and  economics, 
reported  architecture  O.  M.  I. 
reported  3  years  night  high  school. 

2  gave  no  information* 

Question  No.  19: 

Is  any  high-school  training  of  value? 
10  men  reported  yes. 

1  man  reported  not  necessary. 

2  gave  no  information. 

Would  a  complete  course  be  of  advantage? 
8  reported  yes. 

3  reported  no. 

2  reported  no  information. 

Question  No.  20: 

What  should  the  schools  do  to  help  the  worker  in  the  trade  before 
he  begins  to  learn  the  trade? 

2  suggest  teaching  mathematics. 

2  suggest  teaching  grammar. 

3  suggest  teaching  punctuation. 
2  suggest  teaching  English. 

2  suggest  teaching  reading. 

3  suggest  teaching  general  training. 

4  suggest  teaching  artistic  training. 
4  gave  no  information. 

Question  No.  21: 

What  do  you  think  a  part-time  school  could  teach  a  learner  to  advantage 
during  his   apprenticeship? 

4  recommend  spelling. 

3  recommend  mathematics. 

5  recommend  grammar. 

4  recommend  punctuation. 
4  recommend  English. 

i  recommends  keyboard  manipulation. 

i  recommends  general  training. 

i  recommends  proof  marks  and  their  meaning. 

i  recommends  bookkeeping. 

i  recommends  type  sizes — choice  of  faces. 

i  recommends  practical  part  of  business. 

Si 


C— PRESSMEN. 
Question]  No.  3: 

Different  occupations  at  which  men  worked  in  the  printing  trade. 
35  reported  feeder,  helper  to  pressman. 

5  reported  feeder  to  pressman. 
i  reported  all-round  work. 

i  reported  bindery  work — pressman. 

(b)   Number   of   years    men    worked    at   jobs    not    connected   with    the 
printing  trades. 

6  reported  2  years. 

4  reported  i  year. 

i  reported  3  years, 
i  reported  4  years, 
i  reported  6  years. 
i  reported  10  years. 

Question  No.  5: 

How  many  years  in  the  printing  business? 

1  reported     5  years. 

2  reported     7  years. 
2  reported     8  years, 
i  reported    9  years. 

1  reported  u  years. 

2  reported  12  years. 
I  reported  13  years. 

3  reported  14  years. 

5  reported  15  years. 

1  reported  16  years. 

2  reported  17  years. 

1  reported  19  years. 

2  reported  21  years. 

2  reported  22  years. 

3  reported  24  years, 
i  reported  25  years, 
i  reported  28  years. 
3  reported  30  years, 
i  reported  31  years. 

3  reported  33  years, 
i  reported  37  years, 
i  reported  43  years. 

i  reported  47  years.     / 

1  reported  no  information. 

Question  No.  6: 

How  many  weeks  did  you  lose  in  1913,  except  through  sickness? 

4  report     4  weeks  lost. 
18  report  no  time  lost. 

3  report  3  weeks  lost. 
3  report  2  weeks  lost. 

2  report     i  week  lost. 

i  report  5  weeks  lost, 
i  report  6  weeks  lost, 
i  report  12  weeks  lost. 
9  report  no  information. 

Note.  17  of  the  pressmen  furnishing  data  were  employees  of  one 
firm.  During  the  flood  in  the  spring  1913  this  company  was  com- 
pelled to  discontinue  business  owing  to  the  delay  in  paper  deliveries. 
This  accounts  for  much  of  the  time  reported  as  lost. 

82 


Question  No.  7: 

How  many  hours  constitute  a  week's  work?     Saturday's? 
(Week) 

24  reported  48  hours. 
10  reported  54  hours. 

6  reported  50  hours, 
i  reported  52  hours, 
i  reported  55  hours. 

(Saturday) 

17  reported  4^    hours. 

7  reported  5        hours. 

6  reported  5%    hours. 

4  reported  4:50  hours, 
i  reported  4:55  hours. 

1  reported  4:40  hours. 

Question  No.  8: 

Age  at  which   you   began  to  learn  the   trade. 
9  reported  15  years.      ^ 

7  reported  16  years. 

5  reported  14  years. 
4  reported  18  years. 

3  reported  17  years. 

2  reported  20  years, 
i  reported  13  years, 
i  reported  19  years, 
i  reported  22  years. 

1  reported  23  years. 

8  gave  no  information. 

Age  at  which  you  believe  beginners  should  begin. 

18  chose  16  years. 

6  chose  18  years. 

4  chose  17  years. 

2  chose  19  years. 

2  chose  20  years. 

1  chose  22  years. 

9  gave  no  information. 

Reasons  for  selecting  certain  ages  for  beginners. 

4  men  chose  16  because   the   boy   will   be   a  journeyman   when 
of  age. 

3  men  chose  16  because  the  boy  can  acquire  additional  knowl- 
edge later. 

3  men  chose  16  because    the    boy   must   get   a    common    school 
education. 

2  men  chose  18-21  because  apprentice  will  become  better  inter- 
ested in  the  work. 

2  men  chose  18  years    because    indoor    work    is    hard    for    the 

young  boy. 

i  man  chose  16  because  the  boy  must  have   strength, 
i  man  chose  22  because  the  mind  is  developed  at  that  age. 
i  man  chose  18  because  the  apprentice  would  then  be  through 

the  intermediate  school. 
I  man  chose  18  because    he    thinks    boys    should    go     through 

high   school. 

I  man  chose  18  because  the  mind  is  then  more  mature, 
i  man  chose  20  because    more    interest    is    taken    in    the    work 

at  that  age. 

i  man  chose  19  because  of  the  danger  of  machinery. 
20  men  gave  no  information. 

83 


Question  No.  9: 

Does  your  work  involve   any  peculiar  physical   or   nervous   strain? 

16  reported  no. 
8  reported  yes. 

7  reported  strain  on  eyes. 
2  reported  nervous  strain. 

1  reported  strain  from  lifting. 

8  gave  no  information. 

Question  No.  10: 

Does  your  work  involve  any  especially  unhealthy  conditions? 
26  report  no  unhealthy  conditions. 

2  report  yes. 

2  report  vapor  and  odor  from  fumes  unhealthy. 
i  reported  heat. 

1  reported  lack  of  ventilation. 

9  report  no  information. 

Question  No.  11: 

How  long  did  it  take  you  to  learn  the  trade? 
10  report  4      years. 
8  report  still  learning. 

5  report  3       years. 

3  report  6      years. 

2  report  5       years. 
i  report  il/i  years, 
i  report  8      years. 

12  gave  no  information. 

Question  No.  12: 

In  how  many  shops  did  you  work  while  learning  the  trade? 
18  report  i  shop  only. 

4  report  2  shops. 

6  report  3  shops. 

5  report  4  shops. 

1  report'  6  shops. 

8  report  no  information. 
Reasons  for  changing. 

4  report  better  chances. 

2  report  more  money. 

2  report  to  learn  methods, 
i  reported  fire. 

6  gave  no  information. 

Question  No.  14: 

While  learning  the  trade,  did  you  receive  proper  co-operation  from 
your  fellow-workmen  and  foreman,  or  were  you  compelled  to  pick  up 
the  trade  without  instruction  or  help  from  them? 

15  report  proper  co-operation  received. 

10  report  no  co-operation;  compelled  to  pick  up  the  trade 

17  report  no  information. 

Question  No.  15: 

If  you  did  not  receive  proper  co-operation,  whose  fault  was  it,  your 
employer's,  foremen  or  your  fellow-workmen? 

3  report  fault  of  individual  workman  himself. 
3  report  fault  of  foreman. 

i  report  fault  of  fellow-workmen. 
35  gave  no  information. 

84 


Question  No.  16: 

At  what  age  did  you  leave  school? 
18  left  at  14  years. 

7  left  at  15  years. 
6  left  at  16  years, 
i  left  at  12  years, 
i  left  at  18  years, 
i  left  at  19  years. 

1  gave  no  information. 

What    grade    did    you    reach? 

9  reached  seventh  grade. 

8  reached  sixth  grade. 

6  reached  ninth  grade. 
5  reached  eighth  grade. 
3  reached  fourth  grade. 

2  reached  fifth  grade. 
2  reached  tenth  grade. 

7  report  no  information. 

Question  No.  17: 

In  what  ways  have  you  found  yourself  hampered  by  lack  of  knowledge 
or   school  training? 

22  report  not  hampered. 

II  report  deficient  in  English. 

1  report  deficient  in  spelling. 

18  report  no  information. 

Question  No.  18: 

What    education   have   you   had   since   leaving   school? 
25  report  no  additional  education. 

2  report  night  school,  Y.  M.  C.  A. 

i  report  I.  C.  S.  English  course  and  night  high  school, 
i  report  graduate  night  high  school. 
1  report  shorthand,   typewriting, 
i  report  home  reading. 

1  report  Night  High  School  English,  Latin,  algebra. 
10  report  no  information. 

Question  No.  19: 

Is  any  high  school  training  at  all  of  value  in  your  occupation? 

19  report  yes. 

13  report  no. 

10  gave  no  information. 

Would  complete  high  school  course  be  of  advantage? 
17  report  yes. 

14  report  no. 

11  gave  no  information. 

Question  No.  20: 

In  your   opinion  what   should   the    schools   do   to   help   the  worker   in 
trade  before  he  begins  to  learn  the  trade? 

5  suggest  teaching  spelling. 

5  suggest  teaching  arithmetic. 

5  suggest  teaching  color  sense. 

2  suggest  teaching  vocation. 
2  suggest  teaching  English, 
i  suggest  teaching  drawing. 
I  suggest  teaching  reading. 

85 


I  suggest  teaching  grammar. 
i  suggest  teaching  punctuation. 

1  thinks  present  school  methods  O.  K. 

4  suggest  installation  of  equipment  and  trade   training. 

2  emphasize  the  development  of  general   knowledge. 

Question  No.  21: 

What  dp  you  think  a  part-time  school  could  teach  to  advantage  to  an 
apprentice  during  the  period  of  apprenticeship? 
2  suggest  spelling. 

suggests  arithmetic. 

suggests  hygiene. 

suggests  drawing. 

suggests  color  sense. 

think  actual  experience  is  best  teacher. 

thinks  ambition  counts  most. 

favors  part-time  schools  for  the  last  year. 

thinks  press  feeding  would  be  an  important  subject. 
25  gave  no  report. 


D.— PRESS  FEEDERS. 
Question]  No.  3: 

Different  occupations  at  which  men  worked  in  the  printing  trades? 
14  worked  as  press  feeders  only. 

1  worked  as  stock  boy  and  paper  cutter. 

2  worked  in  composing  room. 

i  worked  as  fly  boy  and  breaker. 

Number   of   years    men    worked    at   other   trades    before    entering    the 
printing  business. 

i  worked  3       months. 

1  worked  il/2  years. 

2  worked  2^  years, 
i  worked  3       years. 

Question  No.  5: 

How  many  years  in  printing  business? 

1  reported     2  years. 

3  reported     3  years. 

2  reported     4  years. 

3  reported     5  years. 

3  reported     6  years. 
2  reported     7  years. 
2  reported     8  years, 
i  reported     9  years, 
i  reported  n  years. 

1  reported  12  years. 

Question  No.  6: 

How  many  weeks  did  you  lose  in  1913,  except  through  sickness? 
10  reported  no  time  lost. 

2  reported  4  weeks. 
2  reported  3  weeks, 
i  reported  3  days. 

4  gave  no  information. 

86 


Question  No.  7: 

How  many  hours  constitute  a  week's  work?     Saturdays? 


(Week) 
ii  reported  4! 
2  report  53 
2  report  52 
i  report  55 
i  report  54 

$      hours, 
hours, 
hours, 
hours, 
hours. 

i  report  53^  hours. 

1  report  45       hours     (night). 

(Saturday) 

8  report  4       hours. 

3  report  4:55  hours, 
report  4l/2    hours, 
report  4:40  hours, 
report  4:45  hours, 
report  4^4    hours, 
report  8^    hours. 

Question  No.  8: 

Age  at  which  you  began  to  learn  the  trade. 

9  reported  16  years. 

2  reported  15  years. 

2  reported  18  years, 
i  reported  14  years, 
i  reported  17  years. 

1  reported  19  years. 

Age  at  which  you  believe  beginners  should  begin. 
12  men  chose  16  years. 

4  men  chose  17  years. 

3  men  gave  no  information. 

Reasons  for  selecting  certain  ages  for  beginners. 

2  men  chose  16-17  because  apprentices  would  know  trade  when 
of  age. 

i  man  chose  16  because  apprentice   should  have  strength, 
i  man  chose  16  because  he  does  not  believe  in  child  labor. 

1  man  chose  16  because  of  better  chance  for  advancement. 

Question  No.  9: 

Does  your  work  involve  any  especially  unhealthy  conditions? 
10  reported  none. 

4  reported  inhaling  ink  and  paper  dust  harmful. 

2  reported  improper  ventilation  causing  excess  heat 

3  gave  no  information. 

Question  No.  10: 

Does  your  work  involve  any  peculiar  nervous  or  physical  strain? 
2  reported  strain  on  eye  and  shoulder. 
2  reported  strain  on  eyes. 
8  reported  no  strain. 

1  reported  strain  from  heavy  lifting. 
6  gave  no  information. 

Question  No.  11: 

How  long  did  it  take  you  to  learn  the  trade? 
8  reported  still  learning. 

2  reported  4  years. 

87 


2  reported  2  years, 
i  reported  5  years. 

1  reported  6  months. 

5  reported  no  information. 

Question  No.  12: 

In  how  many  shops  did  you  work  while  learning  your  trade? 
4  reported  i  shop  only. 

3  reported  2  shops. 

4  reported  3  shops. 

2  reported  5  shops. 
i  reported  6  shops. 

1  reported  4  shops. 

4  gave  no  information. 
Reasons   for   changing. 

4  reported  better  chances. 

2  reported  more  money. 
13  gave  no  information. 

Question  No.  14: 

While  learning  the  trade,   did  you  receive  proper  co-operation  and  if 
not  whose  fault  was  it? 

10  reported  co-operation  received. 

3  reported  none  received. 

2  reported  compelled  to  pick  up  the  trade. 

1  blamed  foreman  and  himself. 

6  gave  no  information. 

Question  No.  16: 

At  what  age  did  you  leave  school? 

2  reported  13  years. 

7  reported  14  years. 

3  reported  15  years. 

6  reported  16  years. 
I  reported  17  years. 

What  grade  did  you  reach? 

1  reached  the  fourth  grade. 

2  reached  the  fifth  grade. 
2  reached  the  sixth  grade. 

2  reached  the  seventh  grade. 
9  reached  the  eighth  grade. 

3  reached  the  tenth  grade. 

Question  No.  17: 

In  what  ways  have  you  found  yourself  hampered  by  lack  of  knowledge 
or  school  training? 

7  reported  they  were  not  hampered. 
12  gave  no  information. 

Question  No.  18: 

What  education  have  you  had  since  leaving  school? 
12  reported  no  additional  education, 
i  reported  night  commercial  course  Y.  M.  C.  A. 
i  reported  night  course,  2  years  at  business  college. 
5  gave  no  information. 

Question  No.  19: 

Would  any  high  school  training  be  of  value? 
7  reported  yes. 
9  reported  no. 
3  gave  no  information. 

88 


Would  a  complete  high  school  course  be  of  value? 
7  reported  yes. 
7  reported  no. 

i  reported  one  or  two  years, 
i  reported  some  value. 
3  gave  no  information. 

Question  No.  20: 

What  should  the  school  do  to  help  the  worker  in  the  trade  before  he 
enters  the  trade? 

i  suggests  teaching  accuracy. 

1  suggests  teaching  all-round  training. 
3  suggests  teaching  reading. 

2  suggests  teaching  writing. 
2  suggests  teaching  spelling. 
2  suggests  teaching  grammar. 
2  suggests  teaching  arithmetic. 
2  suggests  teaching  color  sense. 

2  suggests  teaching  keenness  of  sight. 
12  gave  no  information. 

Question  No.  21: 

What    could   a   part-time    school   teach    him   to    advantage    during   his 
apprenticeship? 

2  reported  shop  experience  would  be  best. 
17  gave  no  information. 


Exhibit  No.  12. 

DESCRIPTION   OF  OCCUPATIONS. 
A— COMPOSITOR. 

The  copy  is  handed  the  foreman  of  the  composing  room  with  corrected 
directions  regarding  same.  These  directions  are  the  result  of  interviews 
between  the  superintendent  or  foremen  of  the  shop  and  the  party  who  is 
ordering  the  job.  Printing  offices  as  a  rule  have  well-established  systems 
for  handling  the  orders,  and  it  is  usual  for  customers  when  dealing  with  repu- 
table printers  to  leave  nearly  all  the  details  to  them.  It  is  their  business, 
and  they  will,  if  allowed,  pursue  a  consistent  and  uniform  plan. 

The  compositors  who  are  to  set  the  type  are  selected  according  to  the 
difficulty  of  the  matter  in  hand.  The  successful  compositor  should  be  a 
person  sufficiently  adaptable  to  meet  all  conditions  that  he  may  meet  in 
the  execution  of  his  work,  because  it  usually  falls  to  the  lot  of  the  com- 
positor to  be  called  upon  to  set  all  sorts  of  difficult  work.  As  a  rule,  the 
average  compositor  follows  copy,  and  this  custom  has  shown  what  little 
education  some  of  the  men  who  are  called  journeymen  compositors  now 
have,  for  they  will  follow  incorrect  copy  without  seeing  the  errors  in  spell- 
ing, punctuation,  etc. 

On  small  jobs,  where  the  type  faces  to  be  used  are  not  specified  on  the 
order,  the  foreman  or  manager  will  as  a  rule  make  such  a  selection  as,  in 
his  opinion,  will  produce  a  neat  and  artistic  job.  The  foreman  then  explains 
what  is  required  to  the  journeyman,  who  proceeds  to  set  up  the  type.  Care 
must  be  taken  to  get  the  best  results  on  the  first  proof,  because  it  is  of 
utmost  importance  to  produce  a  job  that  will  be  accepted  by'  the  customer 
when  the  first  proof  is  submitted,  as  it  is  expensive  to  make  changes. 

In  order  to  show  the  usual  routine  of  work  through  the  composing 
room,  we  will  take  for  example  the  printing  of  a  book  which  has  been 
ordered  directly  by  the  author. 

When  the  compositor  has  finished  his  work,  the  type  is  passed  to  a 
workman  who  locks  it  up  on  a  galley — a  flat  brass  tray  with  upright  sides 
on  which  the  compositor  has  placed  the  type — and  takes  the  proof  of  it  upon 
the  galley  or  roller  press.  This  is  the  proof  known  as  the  galley  proof  and 
is  printed  on  a  strip  of  paper  large  enough  so  that  there  is  a  generous 
margin  to  accommodate  proof-readers'  and  the  author's  marks,  alterations 
or  additions. 

The  galley  proof,  with  the  corresponding  copy,  is  then  handed  the 
proof-reader,  who  is  assisted  by  a  copy-holder  (an  assistant  who  reads  the 
copy  aloud)  in  comparing  it  with,  the  manuscript  and  marking,  upon  the 
margin,  the  typographical  errors  and  departures  from  the  copy.  Thence  the 
proof  passes  back  again  to  the  compositor,  who  corrects  the  type  in  ac- 
cordance with  the  proof-reader's  markings. 

New  proofs  are  taken  of  the  corrected  galley,  and  these  are  again 
revised  by  the  proof-reader,  in  order  to  be  sure  that  the  compositor  has 
made  all  corrections  and  to  mark  anew  any  he  may  have  overlooked  or 
wrongly  altered.  If  many  such  occur,  the  proof  is  again  passed  to  the 
compositor  for  further  correction,  and  the  taking  of  fresh  proof  follows. 
The  reviser,  having  found  the  proof  reasonably  correct  and  having  marked 
on  its  margin  any  noticed  errors  remaining,  and  also  having  drawn  the 
attention  of  the  author  to  any  doubtful  points  to  which  it  is  desired  that 
the  latter's  attention  should  be  called,  the  proof  and  manuscript  are  sent 
to  the  author  for  his  reading  and  correction  or  alteration. 

On  the  return  of  the  galley  proof  to  the  printer,  the  changes  indicated 
on  the  margins  are  made  by  compositors  selected  for  the  purpose,  and  the 
galley  of  type  and  the  proofs  are  then  turned  over  by  them  to  the  make-up. 
The  make-up  inserts  the  cuts,  divides  the  matter  into  page  lengths,  and 
adds  the  running  titles  and  folios  at  the  heads  of  the  pages. 

At  this  stage  the  separate  types  composing  the  page  are  held  in  place 
and  together  by  a  strong  twine  called  page  cord,  which  is  wound  around 
the  whole  page  several  times,  the  end  being  so  tucked  in  at  the  corner  as 

90 


to  prevent  its  becoming  unfastened  prematurely.  The  page  thus  held  to- 
gether is  quite  secure  against  being  "pied"  if  proper  care  is  exercised  in 
handling  it,  and  it  can  be  put  on  a  hand  press  and  excellent  proof  readily 
taken  from  it.  A  loosely  tied  page,  however,  may  allow  the  letters  to  spread 
apart  at  the  ends  of  the  lines  or  the  type  to  get  off  its  feet,  or  may  show  a 
line  slightly  curved  or  letters  out  of  alignment. 

Proofs  of  these  twine-bound  pages  are  taken  on  a  hand  press,  passed 
to  the  reviser  for  comparison  with  the  galley  proof  returned  by  the  author, 
and  if  the  latter  has  expressed  a  wish  to  see  a  second  revision  of  the  proofs, 
they  are  again  sent  to  him.  Usually  the  author  does  not  require  to  see 
another  proof  after  the  second  revision,  which  he  returns  to  the  printer 
with  his  final  changes  and  the  directions  that  the  pages  may  be  corrected 
and  cast,  i.  e.,  put  into  the  permanent  form  of  electrotype  plates. 

The  author  having  given  the  order  to  cast,  the  pages  of  type  are  laid 
on  the  smooth,  level  table  of  iron  or  marble  called  the  imposing  stone. 
They  are  then  enclosed  in  iron  frames  called  chases,  in  which  they  are 
squarely  and  securely  locked  up,  the  type  having  been  first  leveled  down  by 
light  blows  of  a  mallet  on  a  block  of  smooth,  hard  wood  called  a  planer. 
This  locking  up  of  the  pages  in  iron  frames  naturally  corrects  the  defects 
noted  in  the  twine-bound  pages,  and  not  only  brings  the  type  into  proper 
alignment  and  adjustment,  but  prevents  the  probability  of  the  type  becoming 
displaced  or  new  errors  occurring  through  type  dropping  out  of  the  page 
and  being  wrongly  replaced. 

When  the  locking  up  process  is  completed,  the  iron  chase  and  type 
embraced  by  it  is  called  a  form.  A  proof  of  this  form  is  read  and  examined 
by  the  proof-reader  with  the  utmost  care,  with  a  view  to  eliminating  remain- 
ing errors  or  defective  types  or  badly  adjusted  lines  and  to  making  the  pages 
as  nearly  typographically  perfect  as  possible. 

The  form  having  received  this  final  reading,  the  proof  is  passed  back 
to  the  "stone  hands,"  those  who  lock  up  and  correct  the  forms,  for  final 
correction  and  adjustment.  The  forms  are  now  ready  for  the  electrotyper 
(or,  when  the  book  is  to  be  printed  direct  from  the  type,  for  the  pressman). 

A  compositor  should  be  accurate  in  his  work,  because  his  is  the  initial 
work  on  any  job  (with  the  exception  of  work  that  is  printed  direct  from 
cuts  or  engravings,  that  may  go  through  the  different  departments),  and 
care  must  be  taken  that  no  mistakes  in  the  work  be  allowed  to  pass  uncor- 
rected.  He  should  have  color  sense,  in  order  to  know  what  type  and  decora- 
tion best  harmonize  with  the  paper  specified  for  the  job  on  hand;  he  should 
have  keenness  of  sight  and  dexterity,  as  the  speed  at  which  he  can  do  his 
work  in  a  considerable  degree  regulates  his  value  to  his  employer  and  his 
capacity  for  increasing  his  income;  he  should  have  artistic  feeling,  as  it  is 
necessary  that  his  work  be  pleasing  to  the  eye  when  proofs  are  submitted 
to  the  customer  that  they  be  accepted  without  the  necessity  of  making  any 
changes  or  corrections. 

B— LINOTYPE  AND  MONOTYPE  OPERATOR. 

Until  a  few  years  ago,  nearly  all  type  was  set  by  hand.  With  the  intro- 
duction of  the  linotype  machine,  typesetting  by  hand  in  newspaper  and 
magazine  work,  except  the  headlines,  became  generally  a  thing  of  the  past. 
Later,  the  monotype  machine  was  invented,  which,  as  well  as  the  linotype 
machine,  is  used  for  setting  up  type  for  books,  etc.  Of  the  two,  the  mono- 
type can  be  used  for  a  greater  variety  of  work  than  the  linotype,  because 
with  it  the  different  characters  are  cast  individually,  thereby  enabling  it  to 
be  used  on  catalogues,  etc.,  where  tabulation  is  required.  In  correction  of 
a  misspelled  word  or  other  error,  the  monotype  operator  need  change  but 
one  character;  the  linotype  operator  must  make  an  entire  new  line. 

It  is  a  common  practice  among  printers  who  use  the  monotype  machine 
to  make  most  of  the  small  type  used  in  their  shops.  The  type  thus  made 
has  not  the  lasting  quality  of  that  made  by  the  type  foundry,  because  it  is 
softer,  and  generally  the  body  of  the  type  has  numerous  air  holes. 

The  great  advantage  in  using  typesetting  machines  is  that  there  is  no 
type  to  be  distributed  back  into  the  case.  After  the  printing  has  been  com- 
pleted, the  type  is  melted  and  cast  into  ingots  ready  to  be  used  again. 


Duties  of  the  Operator. 

The  typesetting-machine  operator,  like  the  journeyman  typesetter,  re- 
ceives his  copy  from  the  foreman  or  assistant  foreman  of  the  composing 
room.  The  form  of  the  page,  stating  number  of  lines  in  column,  size  and 
position  of  illustrations,  length  of  lines  to  accommodate  illustrations,  etc., 
are  usually  marked.  It  is  necessary  that  the  operator  be  very  accurate  in 
his  work,  because  an  error  in  one  part,  especially  in  the  linotype  work,  may 
necessitate  a  change  in  the  entire  page  column. 

The  selection  and  placing  of  the  characters  of  both  the  linotype  and 
monotype  machines  is  done  by  the  operator,  who  sits  at  a  keyboard  similar 
to  that  of  a  typewriter.  It  differs  only  in  that  there  are  no  shift  keys, 
thereby  making  more  keys  and  characters,  especially  where  textbooks  in 
English  and  foreign  languages  are  printed,  where  it  is  necessary  to  have 
the  words  accented,  etc. 

The  occupation  in  itself  is  not  any  more  unhealthful  than  any  other 
sedentary  occupation.  It  differs  from  that  of  a  stenographer  in  that  there 
is  an  odor  of  molten  metal  and  that  it  involves  the  handling  of  metal.  The 
operator  of  the  monotype  keyboard  works  under  better  conditions  than  the 
linotype  operator,  because  in  a  linotype  machine  the  caster  is  an  integral 
part  of  the  machine,  while  on  the  monotype  keyboard  the  characters  are 
transcribed  on  a  roll  similar  to  that  of  the  player-piano,  the  position  of  the 
dots  on  the  roll  denoting  an  especial  character.  This  roll  when  filled  may 
be  taken  into  another  room  where  the  caster  may  be  installed.  The  casters 
are  usually  placed  some  distance  from  the  keyboard  because  of  the  noise 
that  accompanies  their  operation. 

Qualities  Demanded  of  an  Operator. 

A  person  entering  this  occupation  should  have  the  same  general  use  of 
fingers  as  the  successful  typewriter  operator.  The  touch  differs  only  in  that 
the  fingers  linger  longer  on  the  keyboard  than  on  the  typewriter;  this  rela- 
tion may  be  compared  to  that  existing  between  the  operation  of  the  organ 
and  piano. 

Men  are  usually  employed  to  operate  the  linotype  machine,  while  women 
as  well  as  men  may  be  employed  as  monotype-keyboard  operators.  The 
reason  for  this  is  that  the  linotype  is  complete  in  itself,  while  the  monotype 
caster  is  removed  from  the  keyboard,  thus  eliminating  the  mechanical  atten- 
tion which  is  required  constantly  of  the  linotype  operator. 

The  work  involves  a  peculiar  strain  which  varies  according  to  the  class 
of  copy.  The  operator  is  compelled  to  keep  his  mind  constantly  concen- 
trated on  his  work  because  the  words  comprising  each  line  must  be  evenly 
spaced  before  the  operator  can  pass  upon  any  particular  line  of  matter; 
must  be  spaced  to  fill  the  entire  line  in  order  to  make  a  balanced  job.  On 
account  of  all  these  details  to  be  borne  in  mind,  a  person  should  be  a  quick 
thinker  to  be  successful  in  this  occupation. 

Endurance  and  patience  are  qualities. that  are  required  of  workmen  here, 
as  in  nearly  all  occupations.  Strength  is  not  required,  but  dexterity  and 
accuracy  are  important  factors.  Artistic  feeling  and  color  sense  more  than 
that  possessed  by  the  average  high-school  student  would  not  be  of  especial 
value.  The  work  set  up  by  the  operator  is  usually  straight  matter,  but  some 
firms,  especially  newspapers,  set  up  their  advertising  matter  with  typesetting 
machines.  Artistic  training  would  naturally  be  of  value  because  the  artistic 
side  of  newspaper  advertising  has  made  great  strides  in  the  last  few  years, 
as  can  be  seen  by  looking  over  copies  of  old  newspapers. 

What  the  Operator  Needs  to  Know. 

To  be  an  expert,  a  person  should  be  very  intelligent  in  order  to  master 
the  various  kinds  of  copy  that  are  assigned  to  him.  A  typesetting-machine 
operator  should  have  the  same  general  training  as  a  journeyman  compositor, 
especially  in  grammar,  punctuation,  paragraphing,  etc.,  because — contrary 
to  the  old  idea,  to  follow  copy  whether  right  or  wrong — they  should  know 

92 


how  to  correct  mistakes  in  copy.  In  the  majority  of  cases  the  copy  may 
not  be  relied  upon  to  be  correct  unless  it  has  been  checked  by  a  proof- 
reader or  some  other  trained  man  before  being  submitted  to  the  operator. 

C— PRESSMAN. 

After  the  forms  are  arranged  ready  for  printing,  they  are  sent  to  the 
pressman.  In  this  room  there  are  small  presses,  commonly  called  job 
presses,  fed  usually  by  hand,  and  large  cylinder  and  other  presses  for  poster, 
book  and  other  large  work. 

Press  operating,  from  all  indications,  is  the  coming  occupation  of  the 
printing  trade;  because  with  the  introduction  of  typesetting  machines,  the 
field  of  the  compositor  becomes  narrowed,  while  on  the  other  hand  modern 
presses  are  becoming  wonders  in  mechanical  construction,  and  must  neces- 
sarily be  operated  by  intelligent  mechanics. 

The  master  pressman  is  the  one  who  finishes  the  work  for  the  eye  of 
the  public.  If,  with  mechanical  skill,  he  has  artistic  taste,  he  becomes  a 
real  master  in  his  line.  If  he  has  not  such  ability,  the  work  of  artists  in 
associate  occupations  may  be  spoiled  on  account  of  the  poor  workmanship 
of  the  pressman. 

Pressmen  by  no  means  get  all  their  working  material  from  the  com- 
posing room.  The  work  that  take*  real  artistic  ability  is  usually  color,  half- 
tone and  other  plate  work  prepared  by  the  artist. 

At  present  the  stone  in  lithographic  work  is  being  supplanted  by  light 
and  pliable  aluminum  plates  and  the  fast  rotary  press.  The  aluminum  plate 
has  all  the  requisites  for  the  highest  grade  of  lithographic  or  surface  print- 
ing, and  the  rotary  press  is  a  vast  improvement  over  the  flat-bed  press,  not 
only  as  to  speed,  but  as  to  the  quality  and  uniformity  of  its  product.  The 
pliability  of  the  aluminum  plate  and  the  ease  with  which  it  can  be  adjusted 
to  a  printing  cylinder  has  resulted  in  the  successful  introduction  and  use 
of  two  or  three-color  lithographic  rotary  presses  which  print  at  one  opera- 
tion two  or  three  colors. 

Intimately  connected  with  the  subject  of  cylinder-press  printing  is  that 
of  the  proper  qualities  and  descriptions  of  paper  to  be  used.  It  might  be 
said  at  the  outset  that  the  salesman  who  takes  orders  for  printing  should 
be  acquainted  with  the  fitness  of  papers  for  the  various  kinds  of  work.  The 
choice  of  paper  in  many  instances  accounts  for  the  difference  between  good 
and  bad  printing,  and  a  suggestion  from  the  person  who  takes  the  order. 
w6uld  be  favorably  entertained,  especially  by  the  pressman,  who  is  usually 
confined,  against  his  better  judgment,  along  restricted  lines  regarding  the 
quality  of  paper  to  be  used  on  the  job. 

The  first  duty  of  the  pressman  before  putting  the  form  on  the  press 
is  to  know  the  size  of  stock  on  which  the  job  is  to  be  printed.  In  the 
majority  of  shops,  this  information,  stating  size,  quality  of  stock,  etc.,  is 
usually  set  forth  on  the  job  ticket  that  accompanies  the  job  on  its  routine 
through  the  several  departments. 

The, first  step  in  making  a  press  "ready"  is  to  place  a  sheet  of  heavy 
cardboard  around  the  cylinder,  and  over  it  draw  a  smooth  piece  of  muslin 
or  cotton  cloth.  This  is  called  the  packing.  In  many  of  the  best  offices 
this  sheet  of  heavy  cardboard  is  not  used,  but  in  its  place  a  patent  make- 
ready  called  tympalyn. 

Over  this  a  thick  sheet  of  manila  paper  is  shrunk;  it  is  pasted  under 
clamps  on  the  front  of  the  cylinder,  and  carried  around  and  fastened  to 
hooks  on  a  rod  on  the  back.  The  rod  is  then  turned  until  the  sheet  is  per- 
fectly tight  and  smooth. 

While  the  pressman  is  laying  out  his  plates,  the  feeder  should  be  cutting 
thin  sheets  of  paper  the  size  of  one  of  the  plates.  Some  of  these  are  cut 
about  one  inch  shorter  than  the  plates  and  used  for  "bevels."  and  these 
are  pasted  on  the  middle  of  the  full-size  sheets.  These  bevels  and  the  larger 
"blank"  sheets  are  to  go  between  the  plates  and  the  blocks  to  overcome  any 
variation  there  may  be  in  the  thickness  and  to  make  the  surface  of  the  form 
as  nearly  level  as  possible.  The  bevels  raise  the  centers  very  slightly  above 
the  edges  of  the  plates,  thus  reducing  the  pressure  of  the  cylinder  at  the 
points  of  contact  and  departure,  and  saving  the  plates  from  wear. 

93 


The  cylinder  being  properly  packed,  the  form  is  fastened  on  the  press 
so  that  the  impression  of  the  form  will  come  in  the  middle  of  the  paper 
sheets.  The  rollers  are  now  put  in  the  press  and  adjusted  to  just  touch  the 
inking  table,  the  ink  put  on  the  rollers  and  distributed,  and  one  impression 
printed  on  one  of  several  sheets  of  thin  paper  which  are  run  through  the 
press  together.  This  printed  sheet  is  then  turned  face  down  by  the  press- 
man and  any  unevenness  of  the  impression  noted.  One  of  the  printed  pages 
is  taken  as  a  standard,  and  by  removing  as  many  pieces  of  the  thin  sheets 
as  necessary  from  under  the  plates  where  the  impression  is  too  heavy  or 
adding  where  it  is  not  heavy  enough,  the  surface  of  the  form  is  finally 
evened,  or  made  as  nearly  even  as  possible. 

After  this  another  impression  is  taken,  and  of  this  sheet  an  "underlay" 
is  made  to  further  even  up  the  form.  The  low  places  in  the  individual  plates 
are  carefully  marked  on  the  impression  with  crayon  or  soft  pencil  and  the 
spots  so  marked  are  covered  with  pieces  of  thin  paper.  The  printed  pages 
are  then  cut  out  a  little  larger  than  the  type  page  and  placed  under  the 
plates  from  which  they  were  printed.  The  plates  from  the  solid  pages 
which  have  been  substituted  for  the  open  pages  are  now  removed,  and  the 
open  pages  are  put  back  in  their  places  on  the  form. 

Up  to  this  point  all  the  making  ready  which  has  been  done  is  of  per- 
manent use  in  printing  all  of  the  forms,  providing  the  job  in  question  is  a 
book,  etc.,  where  there  are  several  signatures,  or  forms.  The  work  that 
follows  has  to  be  done  on  each  form  as  it  is  put  on  the  press. 

More  thin  sheets  of  paper  are  now  run  through  the  press,  the  number 
run  through  together  being  one  less  than  was  printed  for  the  underlay. 
These  printed  sheets  are  used  for  "overlays,"  which  are  very  much  like  an 
underlay  except  that  much  more  care  is  taken  in  marking  any  uneven  places. 
A  thinner  paper  is  used  to  bring  up  the  low  places  in  the  plates.  An  im- 
pression of  the  form  is  then  made  on  the  manila  paper  sheet  which  had,  as 
before  mentioned,  been  drawn  around  the  cylinder,  and  on  thi's  printed 
manila  sheet  this  overlay  is  pasted,  the  impression  on  the  manila  paper 
being  a  guide  for  the  placing  of  the  overlay. 

Another  overlay  is  now  made  in  the  same  way  as  the  first,  only  it  will 
now  be  found,  if  the  work  has  been  properly  done,  that  there  will  be  only 
a  few  spots  to  be  covered  with  tissue.  After  this  overlay  has  been  made 
and  the  necessary  pieces  pasted  over  the  first  one,  a  thin  sheet  of  manila 
is  smoothly  and  tightly  drawn  around  the  cylinder  covering  completely 
the  thin  manila  sheet  with  the  pasted  overlays  on  it. 

While  the  feeder  has  been  filling  the  overlay,  the  pressman  should 
have  been  getting  "register,"  that  is,  moving  the  plates  to  make  the  head- 
lines and  sides  of  the  plates  align  properly,  so  that  when  both  sides  of  the 
paper  have  been  printed,  the  pages  will  exactly  back  each  other.  . 

Variable  atmospheric  conditions,  insufficiently  matured  paper  and  de- 
fects in  machines  are  frequent  sources  of  inaccurate  register.  These,  to 
some  extent,  may  be  unavoidable  and  therefore  beyond  the  pressman's  con- 
trol, but  there  are  numerous  other  points  which  have  important  bearing 
upon  accurate  fitting  of  one  color  form  with  another  and  therefore  require 
care  and  attention. 

The  press  is  now  ready  for  operation,  except  for  regulation  of  the  ink 
supply.  This  process  naturally  divides  itself  into  three  parts;  first,  the  dis- 
tribution; second,  the  refreshing  of  the  surface  of  the  rollers;  third,  the 
quantity  and  property  of  the  ink. 

Distribution. — By  this  term  is  to  be  understood  the  spreading  of  the 
ink  in  an  even  manner  over  the  surface  of  the  ink  table  and  the  rollers.  The 
degree  of  perfection  reached  in  inking  is  directly  proportional  to  the  number 
of  rollers  used;  therefore,  in  order  to  do  first-class  work,  as  many  rollers  as 
possible  must  be  used.  Speed  is  also  a  factor  entering  upon  perfect  distri- 
bution, as  a  pressman,  by  experience,  knows  what  inks  are  most  tenacious 
and  at  what  speed  he  can  operate  his  press  to  get  the  best  results.  It  might 
be  said  here  that  the  salesman  in  figuring  the  cost  generally  decides  upon 
the  quality  of  the  ink  to  be  used. 

Refreshening  of  the  surface  of  the  rollers. — This  is  done  by  having  the 
first  rollers  of  the  series  operate  in  connection  with  the  ink  fountain,  which 

94 


is  regulated  by  means  of  thumbscrews  so  that  the  right  amount  of  ink  will 
run  on  the  rollers  and  be  distributed  evenly  over  the  form.  Where  too 
much  ink  shows  on  the  printed  sheet,  the  thumbscrews  on  the  fountain 
are  tightened  a  little  to  decrease  the  flow,  and  where  not  enough  ink  shows 
the  thumbscrews  are  loosened  to  increase  its  flow.  This  process  is  repeated 
until  the  color  is  all  right. 

Quality  of  the  ink. — The  quality  of  the  ink  to  be  used  for  any  given 
job  when  not  definitely  specified  will  depend  upon  the  various  conditions 
which  the  pressman  must  take  into  account.  The  chief  elements  in  the 
calculations  are  the  quality  of  the  paper,  speed  of  machine  and  the  quantity 
of  ink  requisite  for  each  impression.  As  a  general  rule,  the  greater  the 
speed  at  which  the  rollers  run,  the  less  tenacious  must  be  the  ink.  Room 
temperature  is  also  a  factor  in  this  branch  of  the  work,  as  the  viscous 
properties  of  printing  inks  are  affected  very  easily  by  change  of  temperature. 
During  hot  weather,  many  pressmen  have  the  disagreeable  experience  of 
having  their  printing  delayed  due  to  the  melting  of  the  rollers. 

The  grippers,  which  seize  and  carry  the  sheets  of  paper  through  the 
press,  the  reels,  cylinder  bands  and  many  other  things  have  also  to  be 
adjusted.  These  adjustments  can  only  be  learned  by  actual  experience. 

Qualities  Demanded  of  a  Pressman. 

Modern  press  work  is  so  divided  into  specialties  that  many  a  pressman, 
although  skilled  in  his  own  particular  line,  would  be  at  a  loss  were  he  to  be 
asked  to  operate  a  press  of  different  kind  on  work  with  which  he  is  not 
familiar.  The  reason  for  this  is  because,  along  with  the  introduction  of 
printing  presses  for  special  work,  the  printing  firms  are  beginning  to  spe- 
cialize on  different  kinds  of  work. 

Men  only  are  employed  as  pressmen,  because,  as  has  been  mentioned 
before,  the  modern  printing  press  is  a  delicate  piece  of  mechanism  that 
requires  an  operator  who  has  mechanical  ability.  Women  are  occasionally 
employed  as  feeders,  but  they  as  a  rule  do  nothing  but  mechanically  feed 
the  sheets  of  paper  into  the  press.  The  occupation  of  press  feeder  is  being 
imperiled  by  the  introduction  of  automatic  feeders.  These  machines  are 
very  efficient,  but  for  job  work  and  other  short  work  the  hand  press  feeders 
will  be  used  for  some  time  to  come  on  account  of  the  time  necessary  to 
adjust  the  automatic  feeder. 

Accuracy  is  one  of  the  important  requirements  for  a  pressman.  In 
setting  up  for  close  register  the  pressman  must  bear  in  mind  the  possible 
changes  in  atmospheric  conditions.  It  is  an  easy  matter  to  so  adjust  a 
press  that  successive  impressions  of  the  cylinder  will  show  no  variation 
whatever,  but  to  turn  out  thousand  after  thousand  of  sheets  showing  two 
colors,  to  give  printings  all  in  perfect  register  is  quite  another  thing. 

Strength  beyond  that  possessed  by  the  ordinary  individual  is  not  spe- 
cially desired. 

With  the  increasing  use  of  colors  in  decorative  printing,  as  well  as  in 
two,  three  and  four  color  half-tone  work,  the  pressman  finds  that  the  demand 
on  his  skill  becomes  correspondingly  greater  as  the  march  of  progress 
advances.  He  is  now  compelled  to  be  a  skillful  blender  of  color,  which 
requires  in  connection  with  accurate  register  a  high  degree  of  color  sense. 
Fortunately,  the  ink  maker  has  done  his  part  well,  in  so  far  that  he  has 
supplied  the  pressman  with  a  great  array  of  fine  colored  inks  from  which 
to  choose,  and  the  pressman  has  but  to  make  an  intelligent  selection  accord- 
ing to  the  work  in  hand. 

Keenness  of  sight  is  important  in  making  ready,  especially  in  marking 
out  low  and  high  lights  in  checking  register.  This  quality  in  press  work 
goes  hand  in  hand  with  color  sense  and  artistic  feeling. 

Dexterity  more  than  that  possessed  by  the  average  machine  operator 
would  not  prove  to  be  of  any  great  additional  advantage. 

The  making  ready  and  watching  the  sheets  as  they  come  from  the  press 
to  see  that  the  "color"  does  not  vary,  is  the  skillful  part  of  the  process.  The 
feeding  can  be  done  by  a  bright  boy  after  a  few  weeks'  experience,  but,  as 
has  been  said,  is  now  done  automatically  by  machines  to  a  great  extent. 

95 


D— ELECTROTYPER. 

Electrotyping  as  applied  to  the  manufacture  of  printing  plates  may  be 
briefly  described. 

A  mold  of  the  object  to  be  copied  is  taken  in  beeswax  and  suspended 
together  with  a  plate  of  copper-  in  an  acidulated  solution  of  copper  sulphate. 
The  mold  is  attached  to  the  negative  pole  of  a  battery  or  dynamo  and  the 
copper  plate  to  the  positive  pole.  The  electric  current  passing  through  the 
bath  decomposes  the  solution  and  sets  the  copper  free  on  the  wax  mold, 
depositing  it  in  an  unbroken  sheet.  When  the  copper  shell  has  become  of 
sufficient  thickness  it  is  removed  from  the  mold,  strengthened  with  a  backing 
of  soft  metal,  straightened,  shaved,  trimmed  and  blocked,  and  is  then  ready 
for  the  printing  press.  As  thus  described,  the  process  is  apparently  a  simple 
one;  but  it  is  in  fact  an  art  which  demands  a  high  degree  of  manipulative 
skill  and  the  closest  attention  to  detail. 

Construction  of  Mold. 

This  is  the  most  important  department  of  electrotyping,  because  it  is 
here  that  the  question  of  profit  or  loss  on  a  job  is  often  determined. 

It  is  the  duty  of  the  molder  to  make  a  mold  in  wax  of  the  composed 
form.  He  prepares  the  wax,  heating  it  in  order  to  expel  all  moisture.  Crude 
turpentine  and  black  lead  are  now  added  and  thoroughly  incorporated  in 
the  wax.  Having  been  thus  prepared,  the  wax  is  dipped  out  and  poured 
through  a  strainer  upon  shallow  trays  of  brass  or  other  metal  and  allowed 
to  cool.  The  impression  of  the  form  in  the  wax  is  made  by  use  of  molding 
presses  operated  by  hand,  steam  or  hydraulic  power.  These  presses  are 
provided  with  indicators  which  show  the  depth  reached  by  the  type  matter 
in  the  wax.  After  molding,  the  mold  is  trimmed  and  all  wax  displaced  dur- 
ing molding  and  excess  wax  are  removed,  leaving  the  surface  smooth.  After 
this  cutting-down  process,  the  operator  goes  carefully  over  the  mold  with  a 
sharp-pointed  tool  and  picks  out  any  shavings  or  particles  of  wax  which 
may  have  become  lodged  in  the  indentations. 

The  mold,  which  now  presents  a  reasonably  smooth  surface,  must  have 
the  blank  spaces  between  the  printing  surfaces  raised  in  order  to  produce 
a  depression  in  the  electrotype  and  thus  eliminate  all  possibility  of  smutting 
in  printing.  Unless  the  blank  is  raised  or  built  up  in  the  mold  it  would  be 
necessary  to  deepen  the  impression  in  the  electrotype  by  routing  or  chisel- 
ing, which  is  a  much  more  expensive  operation  than  building,  particularly 
when  a  number  of  duplicates  are  required  from  one  pattern.  Building  is 
an  operation  requiring  a  steady  hand  and  quick  eye,  as  well  as  skill  which 
comes  from  long  practice.  This  work  is  done  by  a  tool  called  the  building 
iron,  which  is  not  unlike  a  soldering  iron,  with  the  hot  point  turned  at  right 
angles  with  the  handle.  Care  must  be  taken  by  the  operator  that  the  iron 
does  not  get  too  hot,  otherwise  the  mold  would  be  destroyed. 

Metallizing. 

This  is  the  process  of  rendering  the  wax  form  conductive.  If  this  is 
done  by  hand,  the  graphite  or  blacklead  (which  is  used  for  metallizing)  is 
brushed  in  with  a  camel-hair  brush  until  a  bright  polish  has  been  obtained 
and  until  it  is  certain  that  no  spot,  however  small,  has  been  neglected. 
Blackleading  by  hand  is  a  slow  and  disagreeable  process,  and  for  this  reason 
there  are  installed  in  the  majority  of  electrotype  foundries  machines  for 
doing  this  work.  The  time  required  to  properly  blacklead  a  mold  depends 
upon  the  nature  of  the  work  and  speed  at  which  the  brushes  are  operated. 
On  account  of  the  disagreeable  features  of  blackleading  by  hand,  due  to 
flying  dust,  a  wet  process  is  sometimes  preferred.  This  method  is  said  to 
be  entirely  satisfactory,  but  for  some  reason  has  never  come  into  general  use. 

To  give  the  mold  a  better  conducting  surface  than  is  provided  by  the 
graphite,  and  thus  facilitate  the  immediate  action  of  the  current  over  its 
entire  surface,  it  is  customary  to  precipitate  a  film  of  copper  on  the  mold 
before  placing  it  in  the  bath.  This  preliminary  coating  of  copper  is  pro- 

96 


duced  by  pouring  on  the  mold  a  solution  of  copper  sulphate  and  covering 
it  with  a  sprinkling  of  iron  filings.  Care  must  be  taken  to  -avoid  scratching 
the  mold  with  the  iron  filings. 

Battery  Workers. 

The  depositing  of  the  copper  shell  on  the  mold  is  done  by  suspending 
the  mold,  attached  to  the  negative  pole  of  a  battery  or  dynamo,  in  an  acidu- 
lated solution  of  copper  sulphate.  The  positive  poles  are  solid  plates  of 
copper,  the  surface  of  which  being  made  equal  to  the  exposed  surface  of 
the  shell.  The  electric  current  passing  through  the  bath  decomposes  the 
solution  and  sets  the  copper  free  on  the  wax  mold,  depositing  a  sheet  of 
copper  of  given  thickness.  The  length  of  time  required  to  deposit  a  sheet 
of  copper  of  given  thickness  depends  on  the  current  strength  employed  and 
the  condition  of  the  solution  and  connections. 

While  a  scientific  education  is  not  essential,  the  battery  man  should 
possess  a  sufficient  knowledge  of  chemistry  and  the  principles  of  electro- 
metallurgy to  enable  him  to  properly  prepare  and  care  for  his  solution  and 
to  recognize  the  cause  and  apply  the  remedy  for  the  difficulties  which  occa- 
sionally will  confront  him.  It  is  also  essential  that  the  workman  be  familiar 
with  the  technical  terms  that  are  associated  with  the  different  processes 
involved. 

Casting. 

Having  deposited  a  sheet  of  satisfactory  weight,  the  shell  is  removed 
from  the  bath,  cleansed  of  all  wax,  etc.  The  back  is  then  covered  with  a 
coating  of  solder  or  tinfoil,  which  is  necessary  in  order  to  have  the  backing 
metal  stick  to  the  shell.  After  the  coating  of  tin  is  put  on,  the  shell  is 
transferred  to  a  "leveling  stand"  and  sheet  is  then  covered  with  molten 
metal.  There  are  machines  on  the  market  designed  for  flattening  the  plates 
by  pressure  after  the  metal  has  been  poured  and  before  it  has  set  and 
hardened.  This  press  is  very  simple  in  operation  and  presents  no  difficulties 
to  the  experienced  worker. 

After  the  shell  has  been  backed  up  and  straightened,  it  may  be  tacked 
or  soldered  to  a  wood  or  metal  base  in  order  to  make  it  type  high.  The 
different  jobs  are  then  sawed  apart  in  order  that  they  may  be  straightened 
and  finished. 

The  duties  of  the  electrotype  finisher  are  to  make  the  face  of  the  electro- 
type perfectly  flat  and  level,  to  repair  defective  letters  or  to  cut  them  out 
and  replace  them  with  type;  to  repair  defective  rules,  etc.,  and  finally  to 
bevel  the  edges  of  the  plates  if  they  are  to  be  worked  on  patent  blocks  or 
to  mount  them  on  wood  or  metal  bases. 

E— STEREOTYPER. 

Stereotyping  is  the  art  of  duplicating,  in  solid  metal,  type  or  cuts  com- 
posed for  printing. 

There  are  three  methods  for  stereotyping:  the  clay  process,  the  plaster 
process  and  the  papier-mache  process.  Of  these  the  first  two  are  practically 
obsolete. 

The  papier-mache  process,  or  rather  "hot  stereotyping  process"  as  it 
has  come  to  be  known,  may  be  briefly  described  as  follows: 

A  few  sheets  of  thin  paper  are  soaked  in  water  until  soft  and  then 
pasted  together  to  form  a  "fiong."  This  flbng  is  beaten  into  a  page  of  type 
and  dried,  thus  forming  the  matrix  to  receive  the  molten  metal,  which,  when 
cooled,  becomes  an  exact  duplicate  of  the  type  page. 

A  large  number  of  duplicate  casts  may  be  made  from  the  same  matrix, 
either  in  flat  form  as  required  for  flat-bed  presses  or  curved  to  fit  the  cylinder 
of  a  rotary  press. 

Construction  of  Flong. 

This  work  consists  of  pasting  together  sheets  of  matrix  paper  and 
sheets  of  tissue  paper.  Workmen  should  have  knowledge  of  how  to  select 
papers  of  correct  weights  to  suit  requirements  of  different  kinds  of  work. 

97 


Preparation  of  Form. 

In  preparing  the  form,  it  is  necessary  to  see  that  all  leads,  quadrats 
and  rules  are  down  and  that  face  of  form  is  clean.  If  type  or  cuts  are 
dirty,  they  should  be  cleansed  with  benzine,  and  then  the  forms  should  be 
planed  or  smoothed  down  and  brushed  lightly  with  oil  to  prevent  flong  from 
adhering  to  it.  The  form  must  be  dried  before  going  to  the  molder,  and 
care  must  be  taken  to  see  that  the  form  is  not  locked  too  tight. 

Molding. 

This  work  consists  of  laying  a  piece  of  flong  somewhat  larger  than  the 
form  over  the  type,  tissue  side  down,  and  then  carefully  and  evenly  beating 
the  type  into  the  paper  until  proper  depth  is  obtained.  Care  must  be  taken 
to  make  the  blows  of  the  brush  even  and  flat,  because  if  beating  is  done 
with  one  end  or  side  of  the  brush  there  will  be  great  danger  of  tearing  the 
flong.  It  usually  requires  considerable  practice  to  make  a  good  mold,  but 
fairly  good  results  may  be  obtained  by  the  amateur  if  reasonable  care  is 
taken.  The  expert  judges  the  depth  of  the  matrix  and  the  type  by  its  color; 
as  the  paper  is  beaten  into  the  form  it  becomes  thin  and  the  type  shows 
through  it.  This  color  is  also  a  guide  to  determine  the  evenness  of  the 
impression,  for  if  the  matrix  is  dark  in  one  spot  and  light  in  another  it  is 
not  of  even  depth.  If  the  molder  is  not  sufficiently  experienced  to  be 
guided  by  the  color  in  determining  the  proper  depth  of  the  mold,  he  may 
raise  the  corner  of  the  matrix  from  the  form  and  examine  it,  provided  the 
portion  so  raised  be  carefully  replaced  and  beaten  lightly  with  the  brush 
to  avoid  the  danger  of  doubling. 

The  workman  strikes  the  flong  with  light  blows  of  the  brush.  It  is 
better  to  strike  many  light  blows  than  a  few  heavy  blows,  for  unless  the 
operator  be  an  expert  a  heavy  blow  is  liable  to  split  the  flong. 

Packing  Matrix. 

This  work  consists  of  packing  the  depressions  in  the  back  of  the  matrix, 
which  have  been  formed  by  beating  the  flong  down  into  the  spaces  between 
the  paragraphs  or  display  lines.  The  purpose  of  this  work  is  to  give  the 
matrix  sufficient  rigidity  at  the  above  points  in  order  to  withstand  the 
weight  of  metal  in  the  casts.  The  material  used  for  packing  the  spaces 
may  be  pieces  of  old  matrices,  strawboard,  felt,  a  putty  made  from  marble 
dust  and  paste,  or  better  than  these,  a  compound  made  in  the  form  of 
powder  which  may  be  readily  spread  over  the  matrix.  These  backing  com- 
pounds may  be  procured  of  dealers  in  stereotypers'  supplies  or  may  be 
manufactured  by  the  workmen. 

Drying  of  the  Matrix. 

This  work  is  done  by  drying  machines,  which  dry  the  matrix  while  it 
is  being  firmly  pressed  against  the  type.  Care  must  be  taken  to  prevent 
matrix  from  shrinking  during  the  process.  There  are  several  drying  ma- 
chines on  the  market,  the  later  models  having  safeguards  which  prevent 
overheating,  etc.  These  late  improvements  naturally  eliminate  much  of 
the  constant  attention  which  is  required  of  the  operator. 

Machine  Molding. 

There  are  several  machines  for  molding  and  drying  matrices  on  the 
market.  The  operator  of  these  'machines  should  be  an  experienced  man, 
because  great  danger  can  be  done  to  the  type  by  subjecting  it  to  too  great 
pressure.  This  occurs  when  an  attempt  is  made  to  attain  a  deep  impression 
in  a  flong  too  hard  for  the  purpose.  The  cold  process  of  molding  has  been 
adopted  by  newspapers  and  publishers  for  drying  the  matrix  without  heating 
the  type.  The  object  of  this  process  is  twofold:  first,  to  avoid  injuring 
the  type  by  overheating,  and  second,  to  save  time  in  drying.  The  essential 
requirement  of  dry  stereotyping  is  a  dry  flong  from  which  satisfactory  re- 
sults can  be  obtained.  This  dry  flong  is  supplied  by  supply  dealers  ready 
for  use,  but  to  date  this  dry  process  has  not  been  successful  in  the  repro- 
duction of  half-tone  or  fine  work. 

98 


Casting. 

The  larger  newspaper  offices  are  equipped  with  automatic  machines 
which  not  only  cast  the  plates,  but  shave,  trim  and  deliver  them  ready  for 
the  press  at  the  rate  of  three  or  four  per  minute.  This  machine  is  called 
the  Auto-plate.  At  one  end  of  the  machine  is  a  casting  mechanism  in  which 
the  matrix  is  secured.  Once  the  matrix  is  in  position,  the  operator  at  the 
casting  end  of  the  machine  throws  down  a  control  lever  and  the  casting 
apparatus  automatically  proceeds  to  cast  and  deliver  the  plates  to  the  finish- 
ing mechanism  which  is  structurally  joined  to  it.  As  each  cast  is  ejected 
from  the  casting  changer  it  is  automatically  moved  into  the  finishing  device, 
where  likewise  automatically  it  is  trimmed  head,  foot  and  side,  passed  out, 
its  bevels  finished  and  delivered  ready  for  printing.  From  three  to  four 
men  are  necessary  for  operating  the  machine;  one  to  look  after  the  casting 
operation,  another  to  look  after  the  supply  of  metal,  and  a  third  or  fourth 
to  inspect  the  plates  as  they  are  delivered  and  lift  them  off  the  machine. 

Where  the  casting  machine  is  not  installed,  the  plants  are  equipped 
with  cast-iron  boxes  hinged  together  at  one  end  or  side,  and  separated  from 
each  other  by  thin  strips  of  steel  called  gauges,  whose  thickness  determines 
the  thickness  of  the  stereotype.  Casting  boxes  for  flat-bed  presses  are  flat, 
while  casting  boxes  for  rotary  presses  have  the  lower  plate  concave  and  the 
cover  plate  convex,  the  curves  corresponding  exactly  to  the  plate  cylinder 
of  the  press.  Curved  stereotype  plates  are  locked  on  the  press  cylinders 
by  clamps  operating  against  the  end  of  the  plate.  That  the  lock  may  be 
absolutely  secure  the  plate  ends  are  beveled,  the  latter  overlapping  the 
former  and  holding  it  firmly  in  position.  The  caster  operator  must  take 
care  to  have  the  cast  cool  evenly  to  insure  against  irregular  shrinking;  he 
must  know  how  to  guard  against  any  blistering  of  the  matrix  or  honey- 
combing of  the  plates.  Spongy  plates  may  be  due  to  the  presence  of  zinc 
in  metal  or  the  lack  of  thorough  mixing  of  the  stereotype  metal. 

Sawing. 

This  is  the  operation  of  cutting  off  the  tail  or  jet  caused  during  molding. 
This  work  is  done  in  the  case  of  curved  plate  by  cutting  off  cylinder.  This 
is  an  iron  cylinder  mounted  on  a  shaft  supported  in  journals  formed  in  the 
frame  of  the  machine.  Near  one  end  of  the  cylinder  is  a  rapidly  revolving 
tool  whose  numerous  teeth,  which  form  the  cutting  surface,  are  beveled  at 
an  angle  corresponding  to  the  bevel  required  for  the  plate. 

For  flat-bed  work  the  jets  are  cut  off  by  a  circular  saw  which  is  mounted 
on  an  iron  table.  The  saAv  is  about  16  inches  in  diameter,  and  to  get  good 
work  should  be  driven  at  the  rate  of  about  2,000  revolutions  per  minute. 
The  operator  should  be  able  to  keep  the  saw  in  condition  and  be  able  to 
file  and  reset  it. 

The  following  occupations  in  finishing  are  common  to  both  electrotypers 
and  stereotypers: 

Shaving. — After  electrotypes  and  stereotypes  have  been  straightened  and 
repaired,  they  are  taken  to  a  shaving  machine  for  final  cut,  which  should 
reduce  their  thickness  to  the  standard  adopted  by  different  associations. 
This  work  is  done  by  machines  of  various  patterns  and  sizes,  operated  by 
hand  or  machine.  For  plates  of  rotary  presses  the  work  is  done  on  ma- 
chines which  have  the  plates  fastened  to  a  revolving  drum,  the  inner  side 
of  the  plate  being  trimmed  by  a  tool  similar  to  that  used  on  lathes.  For 
flat-bed  work  the  plates  are  trimmed  by  knives  on  machines  similar  to  the 
planer.  The  operators  of  these  machines  should  take  care  to  have  the  thick- 
ness of  the  plate  uniform  and  of  the  correct  thickness. 

Routing  and  Beveling. — Stereotypes  as  a  rule  require  more  routing  than 
electrotypes,  because  if  the  electrotypes  are  built  up  properly  this  process, 
except  for  special  work,  will  not  be  necessary.  When  stereotypes  are  pro- 
duced from  molds  of  zinc  etchings  or  other  cuts  in  which  the  relief  is 
shallow,  or  when  the  matrix  of  a  type  form  has  not  been  properly  packed, 
more  or  less  routing  or  chiseling  is  required  to  deepen  the  relief  sufficiently 
to  prevent  blackening  or  smutting  the  paper  in  printing.  In  newspaper 
work  the  curved  plates,  after  having  been  shaved,  are  placed  on  a  circular 

99 


iron  horse  or  bench,  raised  to  a  convenient  height  from  the  floor,  and  the 
superfluous  metal  is  removed  from  the  edges  with  an  iron-handled  plane. 
The  reliefs  are  deepened  with  mallet  and  chisel.  Flat  plates  if  finished  by 
hand  are  worked  upon  in  the  same  manner.  There  are  many  power  routing 
machines  on  the  market  which  do  this  work  very  efficiently.  Both  hand 
and  machine  routers  must  be  very  accurate  in  their  work,  because  the  job 
might  be  spoiled  by  a  slip  of  the  tool. 

Trimming. — This  work  consists  in  trimming  the  sides  and  ends  of  plates 
to  reduce  them  to  standard  sizes.  In  the  case  of  a  wood  mounted  job,  the 
trimming  is  done  after  the  plates  have  been  mounted  on  blocks,  when  plate 
and  block  can  be  finished  at  the  same  time.  Various  machines  have  been 
designed  for  finishing  the  sides  and  ends  of  plates.  For  special  work  such 
as  newspaper  work  and  advertising  cuts,  machinery  is  employed  which 
finishes  both  sides  of  the  plates  at  the  same  time.  Operators  of  these 
machines  must  take  care  that  the  machine  is  kept  free  from  chips,  etc., 
which  frequently  cause  work  to  be  destroyed,  and  might  cause  injury  to  the 
workmen. 

F— BINDER. 

Folding — Hand. 

This  work  is  done  usually  by  women,  who  sit  before  large,  flat  tables 
while  working.  The  stock  is  placed  within  easy  reach  of  the  worker  by  the 
porter.  For  smoothing  the  creases  the  worker  uses  a  bone  "folder,"  similar 
to  a  dull  paper  cutter.  In  this  work  care  must  be  taken  so  that  when  the 
book  is  trimmed  the  printing  on  each  page  will  exactly  coincide  in  position 
with  that  on  the  other  pages. 

Folding — Machine. 

An  understanding  of  hand  folding  is  necessary  to  detect  errors  in  ma- 
chine folding,  and  in  addition  the  operator  must  have  some  knowledge  of 
the  working  of  the  machine  and  be  able  to  feed  the  sheets  or  adjust  the 
automatic  feeder  at  the  right  speed  to  keep  pace  with  the  movement  of  the 
machine.  Very  much  the  same  requirements,  ability  to  detect  errors,  to 
handle  sheets  deftly  and  quickly,  and  to  manage  a  machine,  are  necessary 
in  the  work  of  filling  the  boxes  of  the  gathering  machine  and  in  operating 
the  wire-stitching  or  sewing  machines. 

Gatherer — Hand. 

This  work  is  also  done  by  women,  who  work  before  tables  on  which  there 
are  placed  piles  of  the  different  sections  that  comprise  the  book  arranged 
in  order  in  which  the  pages  of  the  book  must  follow  each  other.  The 
gatherer  walks  along  the  row,  taking  a  section  from  each  pile  in  order  until 
the  book  is  complete.  She  then  takes  the  model  volume,  compares  it  and 
marks  her  initials  in  it,  thus  making  herself  responsible  for  mistakes. 

Gatherer — Machine. 

The  gathering  machine  has  a  succession  of  boxes,  one  for  each  signa- 
ture. These  are  filled  in  proper  order  by  girls,  and  the  machine  is  put  in 
motion  by  the  operator.  In  most  binderies  the  operator  of  the  gatherer 
is  a  man  who  has  some  mechanical  ability  in  order  that  he  can  find  and 
adjust  defects  in  operation.  Most  modern  machines  in  printing  establish- 
ments require  a  fine  degree  of  adjustment  for  successful  operation.  The 
machine  takes  a  section  from  each  box,  placing  one  on  top  of  another  until 
the  book  is  complete.  If  any  of  the  signatures  should  become  jammed  the 
machine  will  stop,  as  is  the  case  with  most  modern  machines  in  the  printing 
business. 

Inspector  and  Collator. 

This  work  consists  in  examining  books,  seeing  that  signatures  follow 
in  correct  order,  that  illustrations  appear  at  the  right  places  and  that  there 
are  no  other  serious  defects  in  books,  such  as  badly  folded  or  mutilated 
sheets. 

too 


Sewing-Machine    Operator. 

To  run  a  sewing  machine  is  considered  highly  skilled  work  in  the 
bindery,  partly  because  the  books  that  are  to  be  sewed  are  more  valuable 
than  the  wire-stitched  pamphlet  or  the  magazine  and  partly  because  the 
process  is  complex.  To  touch  with  paste  the  back  of  a  section  and  then 
place  it  over  the  revolving  arm  of  the  machine  while  picking  up  the  next 
section,  watching  the  threads,  and  throwing  aside  badly  folded  or  mutilated 
pages,  requires  a  sort  of  co-ordination  of  head  and  hand  which  cannot  be 
acquired  without  long  practice. 

Sewing  Books  by  Hand. 

This  work  is  done  by  girls,  who  sit  before  tables.  The  signatures  are 
sewed  one  on  top  of  the  other  in  regular  order  until  the  book  is  complete. 
The  perfect  use  of  both  hands  is  desired,  because  this  work  is  similar  to 
ordinary  sewing,  only  harder. 

Trimmer. 

As  the  book  is  sewed  it  is  pressed,  and  then  it  is  trimmed  and  finished 
to  size.  This  work  is  done  by  machine,  the  duty  of  the  operator  being  to 
adjust  the  machine  to  run,  to  feed  books  into  machine  during  run  and  note 
any  defects  in  operation. 

Case-Maker. 

The  making  of  the  cover  of  the  book  is  usually  done  by  men.  The 
boards  and  cloth  are  cut  to  fit  the  volume  and  both  are  fitted  into  the  case- 
making  machine,  which  covers  the  cloth  with  glue,  lays  the  boards  in  their 
proper  places,  pastes  a  strip  of  paper  on  the  back  and  turns  down  the  edges 
of  the  cloth — all  in  one  complex  operation — delivering  the  finished  cases 
at  the  side  of  the  machines.  The  operator  of  this  machine  should  be 
accurate,  have  keen  sight  and  should  be  quick  at  his  work. 

The  operator  of  the  casingr-in  machine  feeds  the  forwarded  books  and 
covers  into  the  casing-in  machine,  which  smears  the  sides  and  covers  of 
each  volume  with  paste  and  automatically  attaches  the  covers.  The  operator 
of  this  machine  should  have  the  same  general  abilities  as  the  operator  of 
the  folding  machine. 

Gold-Leaf  Layer. 

If  the  covers  are  to  be  ornamented  or  lettered,  the  designs  are  stamped 
in  the  covers  by  means  of  a  powerful  press.  If  gold  lettering  is  required, 
this  gold  must  be  laid  on  by  girls  who  place  the  gold  foil  on  the  cover 
before  it  is  stamped.  Gold  leaf  laying  is  clean  work  and  can  be  learned 
in  a  short  time. 

Hand  Gilder. 

This  work  consists  in  gilding  the  edges  of  books.  It  requires  strength, 
and  only  men  are  employed  to  do  gilding.  Gilding  is  only  done  on  high- 
priced  work,  and  the  method  of  putting  on  same  is  to  clamp  a  number  of 
books  in  a  vise,  then  lay  gold  foil  over  the  edges;  this  foil  is  then  rubbed 
in  by  the  operator,  who  uses  a  tool  similar  to  a  dull  chisel. 

Rounder  and  Backer. 

This  work  is  done  by  a  machine.  The  operator  should  have  the  same 
requirements,  ability  to  detect  errors,  to  handle  stock  deftly  and  quickly 
and  to  manage  the  machine. 

Pasting. 

This  work  is  done^by  girls  and  consists  of  pasting  illustrations,  maps, 
etc.,  in  their  respective  places.  This  work  can  be  learned  in  a  short  time. 


.    •  •    Wire  Stitching. 

This  work  is  done  by  a  machine  operated  by  girls,  who  pick  up  the 
section,  open  it  at  the  center  and  place  over  the  arm  in  position,  start 
machine  by  foot  pedal,  moving  the  open  book  along  arm  to  desired  position 
for  each  stitch,  place  book  on  pile  of  finished  work  and  repeat  operation. 
This  work  can  also  be  learned  in  a  short  time. 

Blank-book  Maker. 

The  blankJbook  maker  does  not  receive  the  sheets  from  a  printer  ready 
for  binding.  His  trade  includes  the  ruling  and  numbering  of  the  pages  of 
account  books,  ledgers,  diaries,  address  books,  albums,  copy-books,  port- 
folios. In  this  craft,  as  in  that  of  the  printer's  binder,  the  processes  of  the 
work  vary  with  the  degree  of  preservation  required  for  the  sheets.  With 
the  introduction  of  card  systems  and  loose-leaf  note  books,  a  great  change 
has  come  over  a  portion  of  the  blank-book  maker's  trade,  and  in  most  cases 
the  binder  is  also  a  manufacturer  of  loose-leaf  devices. 


- 


102 


Exhibit  No.  13. 

COURSE  OF  STUDY,  ELEMENTARY   SCHOOL,   CLEVELAND,   O. 

PRINTING. 

.  It  is  the  aim  in  the  printing  to  give  a  general  knowledge  of  the  different 
kinds  of  work  of  the  printshop. 

The  work  of  the  course  consists  in  turning  out  all  the  printed  forms 
for  the  school,  as  well  as  some  text  and  commercial  printing. 

The  theory  of  modern  type  sizes  is  fully  explained;  and,  after  making 
a  diagram  of  the  type  case  for  his  own  use,  the  student  sets  straight  matter, 
which  emphasizes  indention,  spacing  and  justifying,  and  wide-open,  double 
and  single  leaded  and  solid  composition. 

Distribution  includes  methods  of  distinguishing  between  letters. 

The  calculation  of  measurements  is  brought  out  in  the  composition  of 
simple  rule  forms. 

The  use  of  furniture  and  regletSMn  making  up  of  forms  is  demonstrated 
as  well  as  methods  of  making  ready  and  operating  the  press. 


103 


Exhibit  No.  14. 

FITCHBURG  PLAN  OF  CO-OPERATIVE 
INDUSTRIAL  EDUCATION. 

(The  National  Association  of  Corporation  Schools,  Bulletin  9.) 

PRINTING. 

(Figures  at  right  indicate  periods  per  week  of  45  mintes'  duration.) 

First  Year— All  School  Work: 

English    4 

Arithmetic,  tables  and  shop  problems 5 

Civic  and  American  history 4 

Algebra  5 

Freehand  and  mechanical  drawing  and  bench  work 10 

Second  Year — School  and  Shop  Work: 

English    5 

Mathematics,  algebra  and  geometry 5 

Physics    4 

Industrial  history  and  commercial  geography 5 

Printing  machinery  and  appliances,  type  forms 5 

Drawing  (lettering,  designs)   5 

Third  Year — School  and  Shop  Work: 

English    5 

Mathematics  (estimating)  5 

Chemistry 4 

Physics    4 

Printing  machinery  (one-half  year) 4 

Business  methods  (one-half  year)  4 

First  aid  to  injured  i 

Laying  out  and  design 6 

Fourth  Year— School  and  Shop  Work: 

English    5 

Mathematics  (cost  estimating)  5 

Economics  (one-half  year)    , 4 

Machinery  and  setting  (one-half  year)  5 

Physics,  electricity  and  heat 4 

Chemistry  (inks,  gelatines,  cleansers,  etc.) 6 

Drawing  and  design  4 


104 


Exhibit  No.  15. 

VOCATIONAL  SCHOOL  OF  PRINTING,  BUFFALO,  N.  Y. 

Five  courses  are  offered,  as  follows: 

1.  Pre-vocational  Course. 

Open  to  grammar-school  boys  who  have  passed  into  the  seventh  grade 
or  higher;  two  years  in  length  and  leads  to  graduation  with  a  state 
vocational  school  diploma. 

2.  Vocational  Course. 

Open  to  graduates  of  the  pre-vocational  course;  two  years  in  length 
and  leads  to  graduation  with  a  state  senior  vocational  school  diploma. 

3.  Part-time  Continuation  Course. 

Thursday  afternoon  from  I  to  5;  open  to  apprentices  of  the  printing 
trades  who  are  under  18  years  of  age.  The  employing  printers  are 
allowing  these  boys  one-half  day  per  week  to  attend  the  school  without 
making  deductions  in  their  pay  for  shop-time  lost  while  away  from 
work. 

4.  Evening  Course. 

Three  evenings  per  week.  Open  to  advanced  apprentices  of  the  printing 
trades  and  to  all  young  men  of  night-school  age  who  have  the  necessary 
qualifications  for  work  in  printing  and  who  have  no  opportunities  to 
enroll  in  either  day  or  continuation  classes. 

5.  Vacation  Course. 

Four  weeks  during  July.  Arranged  especially  for  those  who  wish  to 
try  the  work  before  entering  the  regular  course  in  September. 

The  work  covered  by  the  apprentices  of  the  part-time  classes  in  the 
composing  division  to  date  is  as  follows: 

1.  Straight  composition. 

Paragraphing. 

Use  of  initial  letters. 

Hanging  indention. 

Paragraphs  indented  for  set  in  heads. 

2.  Correct  spacing. 

Spaces  used  in  ordinary  composition. 
How  to  properly  justify  a  line  of  type. 

The  use  of  the  4  and  5  em  spaces  in  conection  with  the  punctu- 
ation and  quotation  marks. 
Spacing  of  lines  set  in  capitals. 
Spacing  of  lines  set  in  small  capitals. 

3.  Proper  distribution. 

Care  of  cases,  type  and  spaces. 
Distribution  of  body  type. 
Distribution  of  display  type. 

4.  A  study  of  the  point  system. 

5.  Proportion.    Three  lessons. 

6.  Harmony.    Three  lessons. 

7.  Balance.    Three  lessons. 

8.  Composition  of  letterheads.    Two  lessons. 

9.  Composition  of  business  cards.    Two  lessons. 
TO.  Composition  of  title  pages.    Two  lessons. 

n.  Drawinsr.     Two  lessons,  making  of  preliminary  sketches. 
Arrangement  of  lines  and  masses. 

105 


The  work  to  be  taken  up  for  the  remainder   of  the  term  will  be  as 
follows: 

Billhead  composition.    Two  lessons. 
Composition  of  cover  pages.    Two  lessons. 
Composition  of  envelope  corner  cards.    One  lesson. 
Composition  of  tickets.     One  lesson. 
Composition  of  programs.    Two  lessons. 
Composition  of  advertisements.     One  lesson. 
Casting  up  tabular  matter.    Two  lessons. 

The  work  covered  by  the  apprentices  of  the  part-time  class  in  the  press 
work  division  to  date  is  as  follows: 

1.  Imposition. 

Simple  forms: 

Ordinary  single  page,  cover  page,  letterhead,  envelope,  corner, 

business  card,  etc. 
Two-page  forms: 

Ordinary  two-page;  broad  two-page;  two-page  form  (length- 
wise). 
Four-page  forms: 

Ordinary  four-page  form,  broad  four-page  form,  long  four- 
page  form,  long  four-page  form  (imposed  from  center), 
cover  form,  legal  folio,  circular  (printed  on  first  and  third 
pages  only). 

2.  Color  study. 

Science  of  color;  light — darkness. 

Spectrum;  cold  colors — warm  colors. 

Primary  colors,  nature  of  harmony  when  used  together;  mixing. 

3.  Presswork. 

Mechanical  instruction: 

(a)  Name  of  job  presses,  sizes,  dimensions,  parts,  etc. 

(b)  Care  of  job  presses:    oiling,  cleaning,  washing  up. 

(c)  Care  of  rollers:    cleaning,  knowledge  of  formula. 

Press  feeding:  Care  in  handling  sheets;  how  to  feed  letterheads, 
envelopes,  cards,  tickets,  etc.  Watching  color,  form,  etc.  Inking 
of  press  while  running. 

The  work  to  be  taken  up  for  the  remainder  of  the  term   will   be  as 
follows: 

1.  Imposition.     Six  lessons. 

Eight-page  forms: 

(a)  Ordinary  8-page  form  imposed  from  outside,  and  inside. 

(b)  Long  8-page  form  imposed  from  outside  and  inside. 

(c)  Broad  8-page  form  imposed  from  outside  and  inside. 

(d)  Eight-page  folder  form. 

2.  Presswork.     Two  lessons. 

Make-ready  (platen  press) :  Putting  form  on  press;  gauging 
form  for  gripper  margin;  preparing  and  applying  tympan  on 
press;  adjusting  grippers;  adjusting  guides;  registering  form  to 
sheet. 

3.  Color  work.    Two  lessons. 

(a)  Science  of  color  (review). 

(b)  Inks:   proper  kind  to  use:   harmony  with  paper;    special  inks; 
care  of  inks. 

The  work  covered  by  the  apprentices  of  the  part-time  class  in  the  book 
work  division  to  date  is  as  follows: 
I.  Applied  English. 

(a)  Review  of  essentials  of  grammar. 

(b)  Rules  for  use  of  capitals. 

(c)  Rules  for  use  of  punctuation  marks. 

(d)  Rules  for  division  of  words. 

(e)  Study  of  sentence  structure,  paragraphing  and  composition. 

(f)  Letter  writing,  including  applications,  inquiries,  replies,  orders 
for  goods. 

106 


2.  Printers'  arithmetic. 

(a)  Estimating  cost  of  production  of  jobs,  including  typesetting, 
stonework,  press  work,  paper  stock,  inks,  sketches,  half-tones, 
electrotypes,  binding,  etc. 

(b)  Exercises    in   type   measurement,   amount    of   type    required, 
amount  of  paper  stock  needed,  etc. 

(c)  Problems  in  paper  cutting. 

(d)  Estimating  manuscript  matter. 

3.  Industrial  history. 

(a)  History  of  the  art  of  printing. 

(b)  The  development  of  printing  presses,  typesetting  machines, 
book  binding,  engraving,  electrotyping,  lithography. 

(c)  Short   biographies  of   the   lives   of   Ben   Franklin   and   other 
leading  masters. 

(d)  Introduction  to  and  study  of  trade  journals  with  a  view  of 
developing  trade  knowledge  in  students. 

4.  Hygiene. 

(a)  Occupational  dangers  and  accidents. 

(b)  Health  rules  for  the  worker. 

The  work  to  be  taken  up  for  the  remainder   of  the   term  will  be  as 
follows: 

1.  Applied  English. 

(a)  Correction  of  common  errors  in  sentence  structure;  study  of 
abbreviations. 

(b)  Rules  for  spelling. 

(c)  Practice  in  reading  manuscript  matter. 

(d)  Practice  in  writing  copy  for  notices,  programs,  tickets,  post- 
ers, etc. 

2.  Printers'  arithmetic. 

(a)  Taking  of  shop  inventories. 

(b)  Personal  accounts  and  daily  time-slips. 

3.  Industrial  history  and  civics. 

(a)  Commercial  and  industrial  Buffalo  and  the  printing  industry 
in  Buffalo. 

(b)  Duties  of  citizenship  and  our  city,  state  and  national  govern- 
ments. 

4.  Hygiene. 

(a)  First  aid  to  the  injured. 

(b)  Science  studies  in  the  printing  shop. 


107 


Exhibit  No.  16. 

COURSE  OF  STUDY  IN  PRINTING,  COLUMBUS. 
TRADE  SCHOOL. 


First  Year. 

Hours 
First  Semester.  per  week. 

Mathematics  (i)    5 

Writing  (i) I 

Physical  Geography  (i)   2 

Spelling  and  Etymology  (i)  . .  . .  2 

Grammar  (i)    2 

Print  Shop  (i)  15 

Study 3 


Second  Semester. 


Same  as  first  semester. 


Second  Year. 


Hours 
per  week. 


Etymology   (3)    3 

History  (3)   2 

Grammar  (3)   3 

Spelling   (3)    2 

Study 5 

Print  Shop   (3)    15 


Etymology  (4) 2 

Literature  (4)  4 

Grammar  (4)   3 

History   (4)    2 

Study 3 

Spelling    i 

Print  Shop  (4) 15 


Third  Year. 


Etymology  (5)  3 

Literature  (5)  4 

Grammar  (5)    I 

Civics  (5) 2 

Spelling  (5)  i 

Print  Shop  (5)  15 

Study    4 


Etymology  (6) 3 

Literature  (6)  .  . . 4 

Grammar  (6)    I 

Civics  (6)  3 

Spelling  (6) i 

Print  Shop  (6)  15 

Study    ' 3 


108 


Exhibit  No.  17. 

THE  SCHOOL  FOR  APPRENTICES,  THE  LAKESIDE  PRESS, 

CHICAGO,  ILL. 

The  course  of  apprenticeship  is  divided  into  periods:  first,  that  of 
pre-apprenticeship,  for  the  first  two  years,  during  which  time  the  boys 
spend  half  time  in  the  school  and  half  time  in  the  factory;  and  second, 
that  of  apprenticeship,  when  the  boys  spend  full  time  in  the  factory  with 
the  exception  of  several  hours  each  week  when  they  attend  the  school. 

The  students  are  in  school  3^  hours  daily  during  the  period  of  pre- 
apprenticeship  and  are  divided  into  two  classes,  graded  according  to  their 
standings.  They  also  work  4l/2  hours  daily  in  the  shop  or  at  work  con- 
nected with  factory  or  counting  room. 

The  boys  are  paid  $2.40  per  week  for  the  first  year,  and  $3.00  per  week 
the  second  year,  of  the  pre-apprenticeship  period.  The  rate  is  10  cents 
and  12  cents  per  hour,  respectively,  for  the  time  actually  spent  in  the  fac- 
tory by  the  boys  during  the  two  years.  In  the  school  the  instruction  and 
all  materials  used  are  furnishe'd  free. 

The  amounts  actually  earned  by  the  boys  are  shown  in  the  following 

Bonus; 
Per  week.  Total.  efficiency. 

First  year,  52  weeks $2.40  $124.00  $25.00 

Second  year,  52  weeks 3.00  156.00  25.00 

First  half,  third  year,  26  weeks 5.00  130.00  

Second   half,   third  year 5.00  156.00  

The  wages  received  by  the  pre-apprentices,  as  will  be  seen  by  the 
table,  are  more  than  the  average  wages  received  by  boys  in  the  usual 
occupations  open  to  those  of  their  age,  as  the  work  is  steady  and  there 
is  no  loss  incident  to  changing  jobs. 

Beginning  the  third  year,  the  boys  are  paid  $5.00  per  week  and  an 
increase  of  $1.00  a  week  is  given  every  six  months  until  the  rate  equals 
journeymen's  wages  in  the  department  chosen.  Two  special  raises  of 
$1.00  each  are  given  during  the  apprenticeship  period  for  efficient  serv- 
ice. .  .  . 

.  .  .  The  contract  guarantees  to  the  boy  steady  employment  at  a 
regular  increase  in  wages,  and  an  opportunity  to  learn  the  trade  as  a  whole 
table: 

under  supervision;  also  a  more  rapid  advancement  in  trade  training.  A 
man  with  a  good  trade  is  independent  and  need,  never  be  out  of  employ- 
ment. The  contract  guarantees  to  the  firm  continuous  services  of  the 
boy  for  a  definite  period,  hence,  more  care  is  taken  in  the  selection  of 
boys  and  in  their  training,  and  the  result  is  a  better  grade  of  workmen. 
The  apprentice  realizes  that  advancements  depend  upon  the  excellence  of 
this  service  and  his  attention  to  duty.  .  .  . 

.  .  .  Bookbinding  today  on  a  large  scale  is  a  machine  operation;  most 
bookbinders  become  machine  operators.  As  in  all  trades,  there  is  still 
need  of  all-round  workmen  able  to  do  high-grade  hand  work,  and  the 
apprentices  in  the  bindery  are  required  to  learn  the  various  operations  of 
forwarding  and  finishing  books  before  they  are  allowed  to  learn  to  operate 
the  machine.  .  .  . 

.  .  .  The  supervisor  and  the  parents  co-operate  by  means  of  monthly 
reports  and  occasional  visits,  and  the  following  information  furnished  by 
the  foremen  and  overseers  in  the  factory  is  sent  to  the  parents: 

1.  Is  he  prompt? 

2.  Is  he  careful  with  tools  and  machinery  and  of  materials? 

3.  Does  he  apply  himself  to  job  until  completed? 

4.  Is  he  adapted  to  and  prepared  for  the  work  he  is  doing? 

5.  Does  he  work  well  without  supervision? 

6.  Does  he  work  for  results? 

109 


7-  Has  he  energy  in  going  ahead  and  doing  things? 

8.  Has  he  ability  to  meet  emergencies? 

9.  Does  he  get  along  well  with  others? 

10.  Is  he  improving? 

11.  Has  he  any  serious   faults?     Specify. 

12.  Has  he  any  bad  habits?     Specify. 
Efficiency,  academic  (based  on  school  work). 
Efficiency,  shop  work  (based  on  factory  work) 
Explanation — 100  or  over,  Excellent;    95,  Bonus  Standard; 

90,  Fair;    85  or  under,  Failure. 

Course  of   Study — First  Year. 

The  following  outline  course  for  the  first  two  years  is  here  given  to 
show  the  plan  of  the  work: 

ACADEMIC  —  GENERAL. 

Arithmetic,  Applied — Review  of  fundamental  work  as  outlined  in 
Applied  Arithmetic;  the  technical  work  of  the  text  completed;  supple- 
mented by  actual  problems  constantly  arising. 

Algebra,  Elements — Applied  work  far  as  possible. 

English — Elements  of  grammar  reviewed;  outline  text  (English)  with 
every  point  illustrated  with  real  exercises;  composition,  based  on  the 
technical  work  outlined;  every  exercise  a  lesson  in  composition.  As  much 
attention  is  given  to  English  in  the  mathematics,  science  and  design  classes 
as  in  the  English  classes;  proof  marks  used  in  correcting  all  exercises. 

Reading — Use  of  dictionary;  diacritical  marks  taught;  good  articula- 
tion and  correct  enunciation  basis  of  pronunciation.  Practice  in  oral  read- 
ing necessary  to  train  copy-holders  for  the  proof  room.  Each  student 
required  to  read  and  report  upon  at  least  six  volumes  of  standard  literature. 

Science — Elementary  physiography  (Salisbury).  A  study  of  the  sub- 
ject as  outlined  in  the  text. 

ACADEMIC  —  TECHNICAL. 

English — Spelling;  capitalization;  punctuation;  origin  of  marks;  divi- 
sion of  words;  quote  marks. 

Proof-reading — Marks  used;    origin  of  marks;    signification  of  marks. 

Signs  used  in  Printing — Signs  used;  origin  of  signs;  punctuation; 
reference;  commercial;  medical;  accents;  why  accents  are  used. 

Type — Composition;  base;  lead, — per  cent  for  toughness;  antimony, 
— per  cent  for  hardness;  small  quantity  of  copper  sometimes  added.  How 
made;  the  design,  letters  must  harmonize.  The  punch,  the  mold,  the 
matrix,  the  nick.  The  parts;  names  learned  in  connection  with  the  draw- 
ing of  a  piece  of  type  in  design.  Type  sizes;  point  system,  history  of 
development.  English  names  in  common  use;  type  high,  .918  inch;  Why 
was  this  height  adopted?  Face:  old-style,  modern,  blackface;  character- 
istics of  each  learned  in  connection  with  lettering  in  design.  Capitals 
or  upper  case;  lower  case;  italics;  small  capitals;  origin  of  each  class 
of  letters.  History  of  the  alphabet.  Condensed  type  (lean);  expanded 
type  (fat).  Measurement.  How  to  measure  composed  type  in  ems  of 
its  own  size.  How  to  figure  cost  of  composition  per  thousand  ems. 
Weight  of  composed  type  per  square  inch.  Weight  of  type  in  a  full  case. 
Weight  in  various  boxes.  Why  does  the  amount  vary?  How  determine 
the  amount  for  each  box?  The  font  of  type.  The  weight  font;  as,  100- 
pound  font.  The  letter  font,  as  16  A,  34  a. 

Paper — Brief  history  of  paper  making.  Kinds  of  paper  and  how  made. 
Writing  paper;  bonds,  linen,  ledger.  Book  papers;  machine  finislh, 
(M.  F.) ;  sized  and  super-calendered  (S.  &  S.  C.).  Print  papers;  hand- 
made papers;  imported,  domestic.  Cover  stocks.  Sizes  and  weights  of 
papers;  basis  weight. 

no 


ART    WORK. 

Drawing — Freehand;  sketching  from  common  objects.  Sketch  of 
type;  parts  named.  Sketch  of  stick.  Sketch  of  galley.  Mechanical  with 
use  of  instruments.  Layout  of  case.  Diagram  snowing  comparative 
number  of  ems  to  a  given  page. 

Lettering — Freehand,  penciling,  spacing.  The  capital  letter,  the  lower- 
case letter.  The  written  letter  with  the  lettering  pen.  The  built-up  letter. 
Layouts  for  pages,  cards,  job.  Mechanical,  layouts  using  the  "square, 
board  and  triangle."  The  Roman  alphabet  and  figures.  Arabic  figures. 

Type — Study  of  type  faces.  Type  faces  suitable  for  different  jobs. 
Modern  and  old-style  compared. 

Design — Margins:  diagrams  showing  how  to  lay  out  page  margins  for 
books,  cards  and  posters.  Layouts:  diagrams  illustrating  layout  schemes 
for  books,  catalogs,  advertisements,  cards,  title-pages,  and  covers.  Repeat- 
ing: to  show  how  to  lay  out  borders,  surface  design  and  ornaments.  Bilat- 
eral units.  Quadrilateral  units.  Continuous  border  designs.  Borders 
for  covers,  pages,  cards,  advertisements.  Review. 

Color — Physical  analysis:  the  spectrum.  Chemistry  of  color:  mixture 
of  colors.  Artistic  analysis:  the  three-color  theory.  Hue:  color  naming 
and  color  mixing.  Value:  light  and  dark,  tints  and  shades.  Chroma: 
intensity,  dullness.  Harmony:  of  like  colors,  of  unlike  colors;  by  grada- 
tion, by  contrast.  Contrast:  of  like  colors,  of  unlike  colors;  intense, 
dull.  Color  scheme. 

TRADE. 

The  Beginner — The  layout  of  the  case.  How  to  stand  at  the  frame. 
To  properly  hold  the  composing  stick.  To  set  the  composition  stick. 
How  to  pick  up  the  type  from  the  case.  How  to  empty  the  stick  on  the 
galley. 

Spacing — Correct  spacing  for  solid  and  leaded  matter;  correct  spacing 
for  matter  leaded  with  four  points  or  more;  correct  spacing  for  wide 
measure;  correct  spacing  for  italic  type;  correct  spacing  for  capitals  and 
small  capitals;  correct  spacing  for  an  extended  letter. 

Justification — Proper  justification.  To  tie  up  a  job  and  make  sure  it 
is  properly  justified. 

Taking  a  Proof — To  take  a  good  proof.  To  clean  the  type  properly 
after  taking  a  proof. 

Correcting — To  correct  type  in  the  stick  and  lift  a  line  from  the  galley. 
Proper  position  when  working  at  a  galley. 

Lockup — How  to  lock  up  a  small  form.  Position  of  furniture  and 
quoins.  Planing  down  form.  To  tighten  quoins  properly. 

Distribution — To  dampen  and  prepare  the  type  properly  for  distribu- 
tion. How  to  hold  the  type  when  distributing. 

Indenting  Paragraphs — Indenting  paragraphs  in  different  measures. 
How  to  set  a  letter.  The  use  of  Roman  and  Arabic  numerals.  Exercise 
in  punctuation,  capitalization  and  indention. 

Initial  Letters — To  properly  insert  initial  letters.  Exercise  in  punctu- 
ation, capitalization,  double  quotations  and  paragraphing. 

Indentions — The  common  indentions:  half-diamond  indention;  hang- 
ing indention;  squared  indention;  diagonal  indention. 

Course  of  Study — Second  Year. 

ACADEMIC  —  GENERAL. 

Geometry — The  outline  text,  Wentworth's  &  Hill,  is  followed,  and  all 
work  is  applied  so  far  as  possible. 

Bookkeeping,  Business  Forms — The  lessons  outlined  followed.  Lay- 
outs made  of  all  business  forms  called  for  in  lessons. 

Elementary  Mechanics — Applied  work,  using  elementary  principles 
within  the  limits  of  the  ability  of  the  class. 

English — The  work  of  the  first  year  continued.  Extended  practice  in 
punctuation,  division  of  words  and  capitalization.  Composition:  practice 
in  connection  with  history  of  printing  and  technical  work  outlined.  Read- 
ing: required  books  as  in  first  year.  History  of  lettering. 

History  and  Civics — Outline  lessons  given. 

in 


ACADEMIC  —  TECHNICAL. 

History  of  Printing — How  books  were  made  before  invention  of  print- 
ing. What  led  to  the  invention  of  printing.  Invention  of  printing  from 
movable  type.  The  early  printed  books,  Gutenberg.  The  early  printers; 
Fust,  Schoeffer,  Jenson,  Aldus,  Manutius,  Elzevirs,  Plantin,  Bodoni.  Print- 
ers' marks:  origin;  colophons. 

Printing  in  England — Caxton,  Caslon,  Moxon,  Daye,  Pickering,  Morris. 

Printing  in  America — Famous  American  printers:  Franklin,  Bradford, 
Thomas,  Bruce  and  DeVinne. 

The  Printing  Press — The  first  press.  The  printing  press;  the  bed,  the 
platen.  The  hand  press;  the. platen  press;  the  cylinder  press;  the  rotary 
press;  the  offset  press. 

Plates — The  electrotype:  how  made;  the  mold;  the  shell;  the  mounted 
plate.  The  stereotype:  how  made;  the  mold;  the  plate.  The  linotype: 
principles  of.  The  half-tone  plate:  how  made.  Process  plates:  how  made. 
Zinc  plates:  how  made. 

Composition — How  to  determine  amount  of  composition  copy  will  set 
in  a  given  size  of  type.  How  to  determine  a  well-proportioned  page;  also 
studied  in  connection  with  design.  How  to  figure  cost  of  composition  of 
a  given  job.  How  to  figure  amount  of  stock  necessary  for  a  given  job. 
Imposition:  how  to  lock  up  4  pages  in  two  forms  to  be  printed  sheetwise, 
how  to  lock  up  4  pages  to  be  printed  work  and  turn;  principles  of  imposi- 
tion. 

ART   WORK. 

Layouts — Diagrams  illustrating  layout  schemes.  Catalog  pages.  Ad- 
vertisements. Cards.  Title  pages.  Covers. 

Design — Proportion.  Balance  of  measure.  Geometric  units:  dividing 
spaces  to  lay  out  designs.  Conventionalizing:  reducing  natural  motives 
to  conventional  design.  Plant  forms.  Animal  forms.  Initials:  plain, 
mortised,  elaborate.  Monograms:  personal.  Trade-marks.  Ornaments. 
Head  pieces,  end  pieces.  Review. 

Color — Review  of  color  analysis.  Color  schemes.  Colored  inks  on 
tinted  papers.  The  three-color  photo  half-tone  process.  The  offset  press. 
Lithography.  The  emulsion  process. 

Making  a  Book — The  position  of  type  on  a  page.  Making  up  a  book. 
The  preliminary  matter.  The  half-title.  The  title-page.  Copyright  and 
imprint.  The  dedication.  Preface  or  introduction.  Table  of  contents. 
Running  heads.  Extracts  or  quotations.  How  to  set  the  various  notes. 
Foot-note.  Side-note.  Cut-in  note.-  How  to  use  the  reference  marks. 

Engravings — Inserting  engravings  in  a  page. 

Tabular  Work — Theory  of  the  composition  of  a  table. 

Tables  Without  Rules — Number  of  ems  contained  in  a  pound  of  type. 
Standards  of  type.  Standard  book  sizes.  Sizes  of  flat  writing  paper. 
Standard  sizes  of  ruled  paper.  System  for  ordering  sorts.  Weight  of 
type  in  pair  of  cases.  W'eight  of  type  in  a  job  case.  Weight  of  type  held 
in  a  pair  of  cases.  Weight  of  type  held  in  different  boxes  in  a  case. 
Standard  envelope  sizes.  The  point  system.  Number  of  words  to  the 
square  inch. 

Tables  With  Rules — Sizes  and  weights  of  paper.  Sizes  of  cut  cards. 
A  complete  font  of  Roman  type.  Amount  of  paper  required  for  a  job. 
Tables  for  manuscript  copy.  Catalogue  pages. 

Job  Work — Title  pages.      Small  job  work.      Booklets. 


Exhibit  No.  18. 

SUMMARY    OF    PRINTING    COURSE,    WEST    TECHNICAL    HIGH 
SCHOOL,    CLEVELAND,    OHIO. 

PRINT   SHOP. 

The  course  of  printing  as  conducted  at  West  Technical  High  School 
embraces  two  separate  but  allied  subjects — typography  and  art.  The  art 
in  relation  to  printing  is  worked  out  in  the  art  room,  while  the  mechanical 
side  of  typography  is  done  in  the  print  shop.  The  combined  course  is  a 
happy  combination  of  the  technical  and  aesthetic  based  on  wide  practical 
•experience  and  a  thorough  knowledge  of  beauty  as  embodied  in  the  print- 
ing art. 

The  student  is  given  information  on  an  entirely  new  basis,  so  far  as 
typographical  education  is  concerned.  He  is  told  how  to  do  a  thing  and 
why  one  way  is  right  and  the  other  way  is  wrong.  The  inculcation  of  art 
principles  governing  printing  is  thoroughly  dealt  with,  so  that  he  is  able 
to  distinguish  the  good  from  the  bad,  and  forms  a  habit  of  constructing 
only  the  correct  kind  of  composition. 

The  student  learns  the  theory — the  "why"  of  correct  typography,  and 
gets  the  practice  of  doing  correctly  under  the  eyes  of  capable  and  pains- 
taking instructor.  To  be  shown  why  his  work  is  wrong,  and  how  to  cor- 
rect it,  is  of  inestimable  value  +.o  the  student,  as  is  also  to  be  told  why  a 
piece  of  printing  is  good  and  how  to  produce  more  as  well. 

He  composes  all  kinds  of  and  classes  of  commercial  printing,  not 
after  the  plan  of  another  man's  style,  but  by  applying  the  principles  he 
learned  in  the  art  room.  The  student  is  able  to  do  work  he  never  did 
before,  and  to  do  that  which  he  is  accustomed  to  doing  in  a  more  satis- 
factory manner,  for,  as  some  educator  has  said,  "An  ounce  of  accurate 
knowledge  is  better  than  a  ton  of  haphazard  practice." 

SYNOPSIS    OF    LESSONS. 

The  point  system;    historical  and  practical. 

Composition  of  booklet  pages  from  reprint,  but  of  different  size  type 
and  measure  than  copy. 

Composition  of  booklet  pages  from  manuscript  copy. 

Test  of  English,  spelling,  punctuation,  capitalization,  by  correcting 
faulty  manuscript. 

Composition  of  catalogue  pages  from  reprint,  but  of  different  size 
type  and  measure  than  copy. 

Composition  of  catalogue  pages  from  manuscript  copy. 

Composition  of  poetry  from  manuscript  copy. 

Outside  work,  written  composition  from  one  of  two  subjects,  chosen 
by  the  instructor. 

Working  up  booklet  page  from  dummy. 

Use  of  proof-readers'  marks;   correcting  proof. 

Test  of  English,  spelling,  punctuation,  capitalization  by  correcting 
faulty  manuscript. 

Working   of  initial   letters   in   composition. 

Composition  of  envelope  corner  cards  from  reprint  and  manuscript 
copy. 

Test  of  English,  spelling,  punctuation,  capitalization,  by  composition 
from  reprint  copy. 

Composition  of  bill  heads  from  reprint  and  manuscript  copy. 
Composition   of  menus  from  reprint   and   manuscript   copy,  two   and   four 
pages. 

Composition  of  programs  from  reprint  and  manuscript  copy,  two  and 
four  pages. 

Test  of  English,  spelling,  capitalization,  punctuation,  by  correcting  and 
rewriting  faulty  manuscript. 

Composition  of  society  stationery,  including  invitations,  at-home  and 
reception  cards,  wedding  invitations  and  announcements  from  manuscript 
copy. 

113 


Composition  of  advertisements  from  reprint  and  manuscript  copy. 

Composition  of  business  announcements  from  reprint  and  manuscript 
copy,  two  and  four  pages. 

Test  of  English,  spelling,  punctuation,  capitalization  by  composition 
from  reprint  copy. 

Composition  of  cover  pages  from  reprint  and  manuscript  copy. 

Composition  of  title  pages  from  reprint  and  manuscript  copy. 

Composition   of  book  headings   from   manuscript  copy. 

Outside  work,  written  composition  from  one  of  two  subjects  chosen 
by  instructor. 

Composition   of  blank-book  work  from   reprint  and   manuscript  copy. 

Composition  of  tabular  work  from  reprint  and  manuscript  copy. 

Imposition  of  two,  three,  four,  six,  eight,  ten  and  twelve-page  forms. 

Locking  up  of  cylinder  and  platen-press  forms. 

Test  of  English,  spelling,  punctuation,  capitalization,  by  composition 
from  reprint  copy. 

ART    ROOM. 

The  printer  has  to  deal  with  that  form  of  design  which  has  for  its 
object  the  selection  and  arrangement  of  words  in  type.  He  must  know 
how  to  place  together  in  the  best  possible  relationship,  consistent  shapes 
and  sizes.  He  must  understand  balance  in  the  arrangement  of  these  forms 
and  sizes,  and  the  power  and  force  of  color  rightly  used. 

The  night-school  course  in  printing,  as  taught  in  the  West  Technical 
High  School  art  room,  carries  the  printer  step  by  step  through  a  series  of 
carefully  graded  exercises  which  develop  his  ability  to  produce  well- 
designed  pages,  in  which  there  is  harmony  of  line,  color,  ornament,  form 
and  arrangement.  This  knowledge  comes  only  through  careful  training. 

The  work  in  this  department  is  entirely  freehand,  and  the  technique 
so  acquired  familiarizes  the  printer  with  the  formation  of  letters,  gives 
him  the  ability  to  make  a  successful  layout,  enables  him  to  enter  the  field 
of  original  design  in  hand  lettering  and  ornament  (for  which  there  is  an 
ever-increasing  demand),  and  is  the  stepping-stone  from  the  compositor 
to  the  artist-printer. 

The  designing  of  appropriate  ornament,  well  related  to  printed  matter, 
will  be  included  in  the  course.  The  equipment  in  the  art  department  will 
meet  every  requirement  of  the  student. 

SYNOPSIS    OF    LESSONS. 

Proportion. 

Designing  and  lettering,  one  word  on  cover  page  in  pencil,  block  letter, 
size  6x9. 

Shape  and  tone  harmony  in  designs. 

Designing  and  lettering,  group  of  two  or  three  words  on  cover  page  in 
pencil,  block  letter,  size  px  12. 

Balancing  measures  in  design. 

Designing  and  lettering,  balancing  two  groups  of  Roman  capitals  on 
page,  size  9  x  12. 

The  arrangement  of  lines  and  masses. 

Rearrangement  of  title  pages,  cover  pages  and  advertisements. 

Color  theory. 

Designing  and  lettering,  cover  page  or  two  groups  of  Gothic  letters, 
penciled  and  inked,  with  use  of  one  color  and  black,  size  12  x  18. 

Plant  analysis. 

Designing  of  units  and  borders. 

Designing  and  lettering;  Christmas  motto  card,  penciled  and  inked, 
using  Gothic  letters,  black  and  two  or  more  colors,  border  and  design. 

Designing  and  lettering  of  milliners'  or  jewelers'  announcement  in 
pencil  and  inked,  using  italic  letters. 

Designing  of  page  ornaments. 

Designing  and  lettering  of  magazine  advertisements. 


114 


Exhibit  No.  19. 

UNIT  COURSES  OF  INSTRUCTION,  THE  VOCATIONAL  SCHOOL 
OF  PRINTING,  BUFFALO,  N.  Y. 

Composing  Department. 

Units.  GROUP  i  — TYPE  CASES.  Lessons. 

1.  California    Job I 

Reasons  for  different  characters  in  case i 

Yankee    Job I 

Triple    Job i 

News    i 

GROUP  2  — BOOK   COMPOSITION. 

2.  A  study  of  the  b,  d,  q,  n,  and  u I 

3.  Composing-room    materials . I 

4.  Various  sizes  of  body  type . .  . ." i 

5.  Correct   spacing   methods 2 

6.  Preliminary  instruction  to  typesetting I 

7.  Composition  of  simple  paragraphs 5 

8.  Method  of  correcting  proof i 

p.  Distribution     ,. i 

10.  Booklets    4 

1 1.  Intricate  book  composition 4 

GROUP   3  — TABULAR    COMPOSITION. 

12.  Preliminary  instruction  to  tabular  composition I 

Tabular    forms 4 

Use  of  typo-tabular  forms I 

13.  Distribution  of  tabular  forms I 

GROUP   4  — TYPOGRAPHICAL   DESIGN. 

14.  Proportion    2 

15.  Balance 2 

16.  Harmony     I 

17.  Lettering  and  designing 6 

GROUP   5 —  JOB    COMPOSITION. 

18.  Various  sizes  of  display  type i 

Kinds  of  type  in  use  in  America i 

19.  Commercial  forms,  etc 5 

Cover  pages,  title  pages,  etc i 

GROUP    6  — ADVERTISEMENT    COMPOSITION. 

20.  Proper  display  for  an  advertisement I 

Single-column  advertisements    3 

Double-column  advertisements    3 

Three-column  advertisements    3 

Layouts  for  larger  advertisements 4 

Press  Department. 

GROUP    1  — STONEWORK. 

1.  Elementary    principles I 

Definitions    of    terms 2 

2.  Simple    forms 2 

3.  Two-page    forms 2 

4.  Four-page    forms 2 

"5 


Units.  Lessons. 

5.  Folder  forms 4 

6.  Eight-page    forms 2 

7.  Twelve-page   forms 4 

8.  Sixteen-page    forms 2 

9.  Eighteen  and  twenty-page  forms 4 

10.  Twenty-four-page  forms    4 

11.  Thirty-two-page    forms 4 

12.  Forty-eight  and  sixty-four-page  forms 4 

GROUP    2  — PRESSWORK. 

13.  Mechanical    instruction    2 

Cleaning,  oiling,  washing,  etc I 

Care  of  rollers,  etc i 

14.  Feeding 2 

Slip-sheeting,  bronzing,  etc I 

15.  Making  ready — job   presses 6 

Plain  type   forms 6 

Plates   and  type 6 

Halftones    .• 6 

16.  Theory  of  cylinder-press  work 4 

Theory  of  three-color  work 4 

GROUP   3  — COLOR    STUDY. 

17.  Theory  of  color 2 

Spectrum 2 

Primary, .  secondary,  and  tertiary  colors . .  . 2 

18.  Harmony  of  primary  colors 2 

Harmony  of  secondary  colors 2 

Harmony  of  tertiary  colors 2 

Harmony  of  primary  and  secondary  colors 2 

Harmony  of  secondary  and  tertiary  colors 2 

19.  Complimentary    harmony 2 

Harmony  of  tints  and  shades 2 

Harmony  of  black  and  with  other  colors 2 

Harmony  of  paper  and  ink 2 

Harmony  of  gold  and  silver  with  other  colors 2 

20.  Mixing  of  colors 3 

Mixing    tints    3 

Subduing  colors    3 

21.  Rules  for  correct  harmony I 

Hints  on  colors,  etc I 

22.  Manufacture    of    ink I 

Care    of   ink I 

Special  ink  and  bronzes I 

GROUP    4  — PAPER     STUDY. 

23.  History     I 

Manufacture i 

24.  Sizes,  weights,   qualities,   etc I 

Cutting     i 


Academic  Department. 

GROUP    1  — BUSINESS    ENGLISH. 
Units.  GENERAL   REVIEW   OF   ESSENTIALS   OF   GRAMMAR.  Lessons. 

1.  Parts   of  speech 4 

Sentence  structure   3 

2.  Paragraphing    and    composition 3 

Business    letters    2 

3.  Correction  of  faulty  English 2 

116 


Units  TECHNICAL    STUDIES    RELATING    TO    PRINTING.  Lessons 

4.  Rules   for  'capitals 2 

Rules  for  punctuation  marks 4 

5.  Rules  for  spelling 2 

Rules  for  word  division 2 

Compound    words    I 

Abbreviations     I 

6.  Proof-reading     2 

7.  Commercial  forms    2 

GROUP  2  — MATHEMATICS. 

8.  Drill  in  fundamental  processes I 

9.  Common  fractions    I 

Decimal  fractions  I 

10.  Denominate   numbers    I 

11.  Percentage    2 

12.  Mensuration    I 

TECHNICAL    STUDIES    RELATING    TO    PRINTING. 

13.  Problems   in  paper-cutting.  ...".... 

Figuring  stock  for  job 

Computing  cost   of   stock 

Supplementary  problems  in  stock,  ink,  materials 2 

Finding  equivalent  weight  of  paper 

14.  Cost    estimating    10 

15.  Computing  type    

Computing  number  of  leads 

Estimating  manuscript   

Cost  of  composition 

Estimating  weight  of  body  type 

Determining  a  well-proportioned  page  by  square-root  method 

GROUP    3  — SCIENCE     HYGIENE. 


16.  Food,    clothing,    shelter 

Personal  hygiene    , 

Sanitation    , 

Exercise,   fatigue,   recreation , 

17.  Health  rules  for  the  worker 

Heating,  lighting  and  ventilation  of  workrooms 

18.  Occupational  dangers  and  accidents 

First  aid  to  the  injured 


PHYSICS. 

19.  Study  of  the  mechanics  of  the  presses,  binders,  paper-cutters,  etc..     3 

20.  Electricity  and  its  use  in  the  print  shop 3 

GROUP    4  — ECONOMICS,    HISTORY,    GEOGRAPHY,    AND    CIVICS. 

21.  General  industrial  history  studies  related  to  printing 5 

22.  Short  biographies  of  Franklin,  Caxton,  Morris  and  other  leading 

masters     3 

23.  Commercial   and   industrial    Buffalo   and   the   printing   industry   in 

Buffalo    I 

24.  Duties  of  citizenship 2 

Our  city,  state  and  National  governments I 


117 


Exhibit  No.  20. 

SHORT  UNIT  COURSES  IN  PRINTING  SUGGESTED  BY  THE 

NATIONAL    SOCIETY    FOR   THE    PROMOTION    OF 

INDUSTRIAL  EDUCATION  (BULLETIN  No.  17). 

Proof-reading  and  Copy  Editing. 


A.     THEORY  — LECTURES. 

Courses  for  proof-readers,  in: 

1.  Proof-readers'  marks. 

2.  Punctuation. 

3.  Reference  marks. 

4.  Capitalization. 

5.  Division  of  words. 

6.  Compounding. 

7.  Abbreviations  and  contractions. 

8.  Simplified  spelling. 

9.  Rules  of  geographic  board. 
10.  Synonyms  and  antonyms, 
n.  Orthography. 

'12.  Homonyms. 
13.  Grammatical  construction. 

B.     PRACTICAL  WORK. 

1.  Galley  reading. 

2.  Galley  revising. 

3.  Reading  with  copy. 

4.  Advertisement  reading. 

5.  Advertisement  revising. 

6.  Page  reading. 

7.  Final  and  foundry  reading. 

8.  Editorial  reading. 

EDITING. 

Courses  for  copy  editors,  in: 

1.  Copy  editing. 

2.  Preparation  of  manuscript. 


PRINTING. 

Courses  for  foremen,  journeymen  apprentices,  in: 

1.  Make-ready  for  pressman. 

2.  Register. 

3.  Ink. 

4.  Papers. 

5.  Up-to-date  styles. 

6.  Cost  system. 

7.  Composition. 

8.  Cutting  stock. 

9.  Design  and  printing. 

10.  Punctuation  and  proof  marks. 


118 


Exhibit  No.  21. 

CINCINNATI  PUBLIC  SCHOOLS— ENROLLMENT   BY  GRADE 
FOR  THE  SCHOOL  YEAR   1912-13. 


i 


« 

* 


s 


119 


Exhibit  No.  22. 

STATEMENT   OF   VOCATIONAL   AND    PRE-VOCATIONAL   EDU- 
CATION   IN   THE    CINCINNATI    PUBLIC    SCHOOLS. 


November  i,  1914. 

A.  Vocational  Education: 

1.  High  School. 

(a)  Commercial  course — bookkeeping;    stenography. 

(b)  Boys'     co-operative    course — machinists,    pattern    makers, 

architectural  iron  workers,  draftsmen. 

(c)  Girls'    co-operative    course — millinery,    dressmaking,    com- 

mercial phase  of  cooking  (catering  and  lunch-room 
management). 

2.  Continuation,  School  for  Apprentices: 

Machinists,  patternmakers,  draftsmen,  printers. 

3.  Elementary  School — Rothenberg: 

Motor-minded    boys.      Pre-vocational    shop   work,    using   com- 
mercial processes  and  practice. 

B.  Pre- Vocational  Education: 

1.  High  School: 

(a)  Manual    training  course— ^involves   commercial   shop   prac- 

tice in  the  use  of  wood-working  and  metal-working 
machines. 

(b)  Art — preparation  for  lithographing  and  commercial  art. 

(c)  Music — preparation  for  College  of  Music. 

2.  Elementary  School: 

(a)  Manual  training  course — more  and  more  turned  from  mak- 

ing set  models  to  constructing  and  maintaining  the 
equipment  of  the  school  and  to  real  problems  in  the 
life  of  boys. 

(b)  Oyler,  Riverside,  Lincoln,  Douglas,  Guilford,  Washington, 

Washburn,  Schools  give  increased  time  to  shop,  use  of 
real  problems,  adapting  processes  from  trades  and  in- 
dustries to  meet  local  needs.  Connection  is  made  with 
the  home  wherever  possible  by  emphasizing  the  duties 
which  arise  in  the  home  life  and  using  in  the  shops  the 
materials  of  the  daily  life  of  the  home. 

For  girls,  this  takes  the  form  of  an  intensified  home-making 
course. 


120 


Exhibit  No.  23. 

AGREEMENT  BETWEEN  THE  ROCHESTER  TYPOTHETAE  AND 
THE   ROCHESTER   SHOP   SCHOOL. 

The  term  of  apprenticeship  in  the  printing  trade  shall  be  four  years, 
three  months  of  which  shall  consist  of  a  preliminary  or  "try-out"  cours'e 
at  the  Rochester  Shop  School.  During  this  preliminary  course  the  fitness 
of  the  pupil  for  the  printing  trade  shall  be  determined. 

Upon  completing  this  preliminary  course,  the  pupil  may  enter  the 
employment  of  some  printing  plant  as  an  apprentice,  the  Typothetae  agree- 
ing to  provide  places  for  a  certain  number  of  pupils  each  year.  The 
apprentice  shall  alternate  weekly  between  the  shop  school  and  said  print- 
ing plant,  and  is  to  receive  from  the  employer  for  the  balance  of  the  first 
six  months  a  weekly  wage  of  $4 — $4.50  for  the  second  six  months — $5  for 
the  third  six  months  and  $5.50  for  the  fourth  six  months.*  The  employer 
is  to  pay  wages  for  the  school  time  as  well  as  for  the  shop  time. 

After  this  period,  having  faithfully  performed  his  duties,  he  may 
devote  the  remainder  of  his  apprenticeship  entirely  to  shop  and  for  which 
he  shall  receive  $9  per  week  for  the  first  six  months — $10  per  week  for  the 
second  six  months — $11  per  week  for  the  third  six  months  and  $12  per 
week  for  the  fourth  six  months;  during  which  time,  however,  he  shall  be 
considered  under  the  supervision  of  the  shop  school  and  upon  completion 
of  the  school  term  and  apprenticeship,  having  passed  all  the  examinations 
and  being  graduated  from  the  shop  school,  he  shall  receive  from  the 
employer  as  a  gratuitous  bonus  in  addition  to  his  salary  and  not  any  part 
thereof,  the  sum  of  $100. 


121 


Exhibit  No.  24. 

APPRENTICESHIP  AGREEMENT  ENTERED  INTO  BY  TYPO- 
GRAPHICAL UNION  No.  9  WITH  THE  PRINTING  DEPART- 
MENT OF  VOCATIONAL  SCHOOL  No.  n,  DEPARTMENT  OF 
PUBLIC  INSTRUCTION,  BUFFALO,  N.  Y. 

This  apprenticeship  agreement,  made  and  entered  into  this  first  day 
of  March,  1914,  by  Typographical  Union  No.  9  with  Vocational  School 
No.  n,  Buffalo,  N.  Y.,  is  as  follows: 

DAY  SCHOOL  GRADUATES. 

1.  Graduates  of  the  two-year  day  vocational  course   in  printing  shall 
be  credited  by  the  union  with  one  year  on  their  term  of  apprenticeship. 

ADVANCED  DAY  COURSE  GRADUATES. 

2.  Graduates    who    remain   at   the    school    and    complete   the   two-year 
advanced   day  vocational   course,   shall  be   credited  by  the  union  with   an 
additional  year  on  their  apprenticeship. 

NON-GRADUATES    WHO    ATTEND    EVENING    SCHOOL. 

3.  Graduates   who   enroll    in    the   evening   advanced   vocational    course 
for  two  years   during  their   apprenticeship    (provided   they   attend   75   per 
cent  of  the  time  and  make  creditable  progress)    shall   be  credited   by   the 
union  with  an  additional  one-half  year  on  their  term  of  apprenticeship. 

GRADUATES  WHO  TAKE  ADVANCED   EVENING  SCHOOL  WORK. 

4.  Apprentices  in  the  trade  who  are  not  already  graduates  of  the  two- 
year  vocational  course,  but  enrolled  in  the  evening  school  for  two  years 
(provided   they   attend    75   per  cent   of   the   time   and   make    commendable 
progress)   shall  be  credited  by  the  union  with  one-half  year  on  their  term 
of  apprenticeship. 

STUDENTS    IN    CONTINUATION    CLASSES. 

5.  Apprentices    who    enroll    in    the    continuation    classes    one-half    day 
per  week  for  two  years  shall  be  credited  by  the  union  with  one-half  year 
on  their  term  of  apprenticeship. 


122 


Exhibit  No.  25. 

AGREEMENT  BETWEEN  THE  SCHOOL  COMMITTEE  OF  THE 
CITY  OF  PROVIDENCE  AND  CERTAIN  MANUFACTURING 
AND  COMMERCIAL  FIRMS  FOR  THE  PROMOTION  OF  IN- 
DUSTRIAL EDUCATION,  SEPTEMBER,  1910. 

To  the  end  that  there  may  be  produced  in  the  city  of  Providence  a 
higher  type  of  industrial  worker  and  a  more  efficient  citizenship,  there  is 
hereby  organized  a  high-school  course  in  co-operative  industrial  education, 
whereby  pupils  so  desiring  may  pursue  their  academic  and  shop  courses  con- 
currently under  proper  agreements  between  the  school  committee  of  the  city 
of  Providence  and  such  corporations,  firms  or  individuals  as  may  enter  into 
this  plan  for  the  promotion  of  industrial  education. 

That  this  combined  school  and  shop  education  may  most  effectively  real- 
ize the  purposes  for  which  it  is  organized,  it  is  mutually  agreed  by  and 
between  the  school  committee  of-  the  city  of  Providence,  in  the  state  of 

Rhode  Island,  party  of  the  first  part,  and  of ,  party  of  the  second 

part,  as  follows: 

1.  The  party  of  the  second  part  agrees  to  place,  as  far  as  possible,  the 

facilities  of  establishment  at  the  disposal  of  the  school  committee  for 

general  educational  purposes  along  industrial  lines. 

2.  The  party  of  the  second  part  agrees  to  receive  on  the  first  days  of 
July  and  February  or  as  near  those  dates  as  possible,  in  each  year  during  the 
life  of  this  compact,  a  certain  agreed  number  of  high-school  pupils  as  pros- 
pective apprentices,  to  be  assigned  by  the  superintendent  of  schools.     Pro- 
vided, however,  that  no  pupil  shall  be  assigned  without  his  consent  and  that 
of  his  parents  or  guardian;  nor  shall  any  pupil  be  assigned  as  such  appren- 
tice who  has  not  reached  the  age  of  15  years;  or  has  not  completed  at  least 
the  first  year  of  the  high-school  course  of  study;  or  who  is  not  physically 
able  to  perform  the  work  to  which  he  is  to  be  apprenticed. 

3.  The  party  of  the  second  part  agrees  to  supply  these  apprentices  with 
such  opportunities  for  work  and  instruction  in  same  as  shall  afford  them  the 
largest  possible  facilities  for  becoming  competent  workmen  in  the  trade  or 
occupation  carried  on  by  said  party  of  the  second  part. 

4.  The  school  committee,  through  its  committee  on  high  schools,  shall 
cancel  this  agreement  with  the  party  of  the  second  part  at  the  end  of  any 
year,  if  it  shall   appear  that  said   party  of   the   second   part  has   not   been 
endeavoring  in  good  faith  to  carry  out  the  part  of  the  agreement  to  afford 
the  apprentices  assigned  the  largest  possible  opportunities  for  learning  as  a 
whole  the  trade  or  occupation  which    is  represented  by  the  work    of    the 
concern. 

5.  The  establishment  of  said  party  of  the  second  part  shall  at  all  times 
be  open  to  the  inspection  of  officials  designated  therefor  by  the  committee 
on  high  schools;  and  all  reasonable  suggestions  or  requests  from  the  school 
officials  in  charge  of  the  industrial  course  shall  receive  careful  consideration 
and  as  far  as  possible  shall  be  granted. 

6.  Said  party  of  the  second  part  agrees  to  maintain  in  plant  at  all 

times,  subject  to  the  examination  and  approval  of  the  officials  designated 
therefor  by  the  committee  on  high  schools,  proper  sanitary  conditions  and 
adequate  provisions  for  the  safety  of  the  pupils  in  performing  the  work  to 
which  they  are  assigned. 

7.  The  party  of  the  second  part  agrees  that  will  not  dismiss  from 

employ  a  school  apprentice  without  the  approval  of  the  committee  on 

high  schools;   provided,  however,  that  for  misconduct,  idleness  or  infraction 
of  rules  of  the  establishment,  an  apprentice  may  be   suspended  until   such 
time  as  his  case  may  come  before  said  committee  for  consideration  and  final 
action.     An  apprentice  who  for  any  reason  may  be  suspended  from  school 
shall  not  be  permitted  to  engage  in  shop  work  during  the  period  of  such 
suspension. 

123 


8.  In  case  an  apprentice  desires  to  withdraw  from  his  apprenticeship 
before  its  completion,  the  matter  shall  be  referred  to  the  committee  on  high 
schools  of  the  school  committee  as  to  whether  such  withdrawal  is   neces- 
sary or  desirable.     If,  after  conference  with  the  employer,'  it  is  decided  that 
such  withdrawal   is  desirable,  the  apprentice  and   his  parents   or  guardian 
shall  be  released  from  the  obligations  of  their  contract  and  bond,  if  any, 
and  the  amount  of  money,  if  any,  which  has  been  deposited  with  the  said 
party  of  the  second  part  in  behalf  of  the  said  apprenticeship  shall  thereupon 
be  refunded.     A  pupil  who  discontinues  his  apprenticeship,  unless  assigned 
by  the  superintendent  of  the  school  to  some  other  line  of  work,  shall  be 
dropped  from  the  co-operative  course,  but  he  may  be  transferred  to  some 
other  high-school  course  and  given  credit  for  the  studies  already  completed. 

9.  Said  party  of  the  second  part  agrees  to  submit  all  forms  of  contract 
for  these  apprentices  in  regard  to  hours  of  work,  vacations,  rate  of  wages, 
length  of  apprenticeship  and  all  similar  matters  to  the  committee  on  high 
schools  for  its  approval;  and  further  agrees  not  to  change,  during  the  life 
of  this  agreement,  the  form  of  any  contract  thereunder  or  the  terms  of  the 
same,  without  the  previous  consent  of  said  committee. 

10.  No  apprentice  contract  shall  be  approved  by  the  committee  on  high 
schools  which  permits  more  than  10  hours'  work  in  any  one  day,  more  than 
55  hours  work  in  any  one  week;  nor  where  the  compensation  is  less  than 
10  cents  per  hour  for  the  first  year  of  shop  work,  twelve  cents  for  the  sec- 
ond year  and  14  cents  for  the  third. 

11.  No   contract   or   other   form   of   agreement    shall    be    made   which 
requires  a  course  of  less  than  four  years  in  the  high  school,  such  part  of  the 
time  to  be  spent  in  shop  work  as  may  be  mutually  agreed  upon  by  the  com- 
mittee on  high  schools  and  the  contracting  employer. 

12.  Any  disagreement  as  to  the  interpretation  of  this  agreement,  or  any 
contract  drawn  thereunder  which  can  not  be  readily  adjusted  by  the  parties 
thereto,  shall  be  referred  to  the  mayor  of  the  city  for  adjustment;  and  his 
decision  shall  be  final  and  binding  upon  all  parties  to  the  agreement. 

13.  This  agreement  may  be  canceled  by  either  party  at  the  end  of  any 
school  year,  upon  first  giving  to  the  other  party  three  months'  notice  in 
writing  of  such  intention,  except  in  cases  provided  for  in  section  4  of  this 
agreement;  but  no  apprenticeship  contract  made  prior  to  such  cancellation 
shall  be  altered  or  annulled  thereby  during  the  term  for  which  such  contract 
was  made. 

14.  Upon  the  successful  completion  of  such  a  course  a  diploma  shall  be 
issued  to  the  graduate,  signed  by  the  proper  school  officials  and  by  repre- 
sentatives of  said  party  of  the  second  part. 

In  witness  thereof,  the  school  committee  of  the  city  of  Providence,  by 
its  President, ,  hereunto  duly  authorized  and  said ,  by  its  ,  here- 
unto duly  authorized,  have  caused  these  presents  to  be  executed  in  dupli- 
cate this  day  of  . 

The  School  Committee  of  the  City  of  Providence. 

By 

By  

Executed  and  Delivered 

In  Presence  of 


124 


Exhibit  No.  26. 

APPRENTICESHIP  AGREEMENT  BETWEEN  THE  CURTIS  PUB- 
LISHING  COMPANY  AND  THE  APPRENTICE  AND  PARENT 
OR  GUARDIAN  OF  SAID  APPRENTICE. 


Agreement  made  this  — • —  day  of ,  19 — ,  by  and  between  the  Curtis 

Publishing  Company   (hereinafter  called  Company)    of  the  first  part;  

(hereinafter  called  Apprentice)  of  the  second  part;  and ,  parent  or  guar- 
dian of  apprentice  (hereinafter  called  parent  or  guardian)  of  the  third  part. 

Whereas,  Apprentice  desires  to  learn  the  trade  of  compositor  and  com- 
pany is  willing  to  provide  him  instruction  in  said  trade,  upon  the  terms 
hereinafter  set  forth. 

Now  this  agreement  witnesseth: 

First:  Company  hereby  employs  apprentice  for  a  term  of  four  (4)  years 
from  date  hereof  and  agrees  to  give  or  procure  for  him  during  such  period 
such  instruction  and  training  as.  in  its  opinion,  are  necessary  in  order  that 
apprentice  may  learn  the  trade  of  compositor. 

Second:  Apprentice  hereby  accepts  such  employment  and  agrees  faith- 
fully to  obey  the  rules  of  the  company,  and  to  perform  such  work,  attend 
such  school  and  study  such  lessons  as  may,  from  time  to  time  during  the 
existence  of  this  agreement,  be  assigned  to  him  by  company  or  by  any  per- 
son having  due  authority  to  act  for  company. 

Third:  In  the  shop  apprentice  will  observe  such  shop  hours  of  the  com- 
pany as  may,  from  time  to  time,  constitute  one  week's  work  and  52  weeks 
shall  constitute  one  year  for  the  purpose  of  this  agreement.  All  time  lost  by 
apprentice  through  sickness  or  otherwise,  shall  be  made  up  by  apprentice, 
before  completion  of  his  employment. 

Fourth:  Apprentice  will  devote  so  many  hours  per  week  as  company 
may,  from  time  to  time,  deem  necessary,  not  exceeding  12  hours  each  week, 
to  study  at  such  school  and  during  such  hours  as  company  may  designate, 
including  attendance  at  school  if  company  deems  necessary,  on  Saturday 
mornings. 

Fifth:  Company  will  pay  apprentice  for  all  work  actually  performed  by 
him  for  company  (including  the  hours  spent  by  apprentice  in  study  at  school 
as  aforesaid)  during  the  term  of  his  apprenticeship,  wages  as  follows: 

For  the  first  half  year,  at  the  rate  of per  week. 

For  the  second  half  year,  at  the  rate  of per  week. 

For  the  third  half  year,  at  the  rate  of  per  week. 

For  the  fourth  half  year,  at  the  rate  of per  week. 

For  the  fifth  half  year,  at  the  rate  of per  week. 

For  the  sixth  half  year,  at  the  rate  of per  week. 

For  the  seventh  half  year,  at  the  rate  of per  week. 

For  the  eight  half  year,  at  the  rate  of per  week. 

Such  payments  shall  be  made  at  company's  regular  periods  for  payroll 
payments,  but  need  not  be  oftener  than  once  a  month. 

Sixth:  In  addition  to  the  wages  above  specified,  company  will,  upon  the 
completion  of  the  four-year  term  herein  specified  by  apprentice,  in  a  manner 
satisfactory  to  the  company,  pay  apprentice  the  sum  of  $100  in  cash. 

Seventh:  Company  will  give  apprentice  each  year  one  week's  vacation, 
with  pay,  at  such  time  as  will  best  suit  company's  convenience  during  the 
continuance  of  this  contract. 

125 


Eighth:  Apprentice  shall  have  no  right  to  terminate  this  agreement,  but 
shall  be  bound  to  serve  company  in  accordance  with  the  terms  thereof  until 
the  expiration  of  the  whole  term  of  four  years  above  specified;  but  company 
shall  have  the  right  at  any  time,  upon  one  week's  notice  in  writing  to  appren- 
tice, to  terminate  this  agreement  and  all  rights  of  apprentice  hereunder  for 
any  cause  it  regards  sufficient. 

Ninth:  Upon  the  completion  by  apprentice,  to  the  satisfaction  of  com- 
pany, of  all  the  duties  hereby  imposed  upon  him,  he  shall  be  considered  a 
journeyman  compositor  and  entitled  to  the  minimum  rate  of  journeyman 
compositor's  wages  in  force  in  company  at  that  time,  if  he  continues  in  com- 
pany's employ. 

Tenth:  Parent  or  guardian  of  apprentice  hereby  assents  to  the  employ- 
ment by  company  of  apprentice  under  the  terms  of  this  agreement,  and  will 
in  every  way  within  his  or  her  power  encourage  and  assist  apprentice  faith- 
fully to  perform  the  duties  hereby  imposed  on  him. 

In  Witness  Whereof,  The  Curtis  Publishing  Company  has  caused  its 
corporate  seal  to  be  hereto  affixed,  duly  attested  by  the  signature  of  its  sec- 
retary and  apprentice  and  his  parent  or  guardian  have  hereunto  set  their 
hands  and  seals  the  day  and  year  first  above  written. 


126 


Exhibit  No.  27. 

TRADE    AGREEMENTS    IN    INDUSTRIAL    EDUCATION    OF    AP- 
PRENTICES IN  CHICAGO. 

W.    M.    ROBERTS. 

PRESENTED   AT   N.   E.   A.,    ST.   PAUL,  JULY,    1914. 
(Condensed.) 

Illinois  has  no  laws  governing  vocational  education  and  none  requiring  or 
providing  for  apprentice  training.  Provisions  made  by  boards  of  education 
for  vocational  training  of  any  sort  are  not  made  in  obedience  to  any  law,  but 
simply  in  response  to  the  general  demand  on  the  part  of  the  community. 

Twelve  years  ago  (1902)  the  organized  carpenters,  together  with  the 
employing  carpenter  contractors,  asked  the  board  of  education  in  Chicago  to 
provide  instruction  for  the  apprentices  working  at  that  trade.  Later  (in 
1912)  the  electrical  workers,  by  agreement  with  their  employers,  arranged 
for  attendance  of  their  apprentices  at  school  for  one-half  day  of  each  week 
throughout  the  school  year.  In  1913  the  organized  plumbers  and  their 
employers  agreed  upon  a  similar  plan.  There  are  similar  groups  of  sheet- 
metal  workers'  apprentices  and  machinists'  apprentices  attending  one-half 
day  each  week.  In  all  instances,  except  in  the  case  of  two  small  groups  of 
machinists'  apprentices,  the  attendance  of  the  apprentices  at  schools  is  in 
accordance  with  agreements  made  between  the  unions  and  the  organizations 
of  employers.  With  few  exceptions  there  is  no  deduction  from  the  wages 
of  the  apprentices  for  the  time  spent  at  school. 

CARPENTERS'   AGREEMENT. 

Section  4.  The  contractor  taking  an  apprentice  shall  engage  to  keep 
him  at  work  in  the  trade  for  nine  consecutive  months  in  each  year,  and 
see  that  during  the  remaining  three  months  of  the  year  the  apprentice 
attends  school  during  January,  February  and  March  and  a  certificate 
of  attendance  from  the  principal  of  the  school  attended  must  be  fur- 
nished to  the  Joint  Arbitration  Board  as  a  compliance  with  this  require- 
ment, before  he  is  allowed  to  work  during  the  coming  year. 

The  Electrical  Workers'  agreement  was  made  in  1912,  the  Plumbers'  in 
1913  and  the  Sheet  Metal  Workers'  in  1913.  The  agreement  of  the  Electrical 
Workers  was  as  follows: 

It  shall  be  compulsory  upon  apprentices  to  attend  school  at  least 
one-half  day  each  week  during  the  school  term,  and  the  employer  will 
pay  apprentice  for  such  time  up  to  $i  per  week.  The  union  shall  fur- 
nish, free  of  charge  to  the  apprentice,  all  necessary  text-books  and  shall 
also  provide  each  apprentice  with  a  card  which  must  be  presented  to 
the  instructor  at  the  school  and  signed  by  him  each  week  to  show  that 
apprentice  was  in  attendance,  and  this  must  be  shown  by  the  apprentice 
to  the  foreman  or  employer  upon  request. 

The  Plumbers'  agreement,  the  exact  wording  of  which  is  not  available, 
is  quoted  in  a  letter  addressed  by  the  Master  Plumbers'  Association  to  its 
members,  as  follows: 

Chicago,  111.,  May  I,  1913. 
Dear  Sir: 

In  connection  with  the  system  of  vocational  training  which  was 
inaugurated  by  the  board  of  education  in  the  public  schools  April  7th, 
we  desire  to  notify  you  that  an  agreement  has  been  reached  between 
our  association  and  the  Chicago  Journeymen  Plumbers'  Association 
whereby  the  registered  apprentices  now  learning  the  trade  are  to  spend 
one-half  day  of  each  week  at  the  Lane  Technical  High  School,  Division 
and  Sedgwick  Streets,  and  there  to  receive  a  theoretical  course  that  will 
enable  them  to  better  understand  the  principles  of  the  plumbing  trades. 
It  is  understood  that  the  employer  will  pay  the  boy  for  the  time  thus 
lost  in  attending  school.  , 

127 


The  Sheet  Metal  Workers'  agreement  is  also  quoted  in  a  letter  sent  to 
contractors  by  the  joint  arbitration  board: 

Chicago,  September  19,  1913. 
Sheet  Metal  Contractors  of  Chicago, 
Dear  Sirs: 

You  received  a  communication  from  the  superintendent  of  the  Chi- 
cago public  schools,  under  date  of  July  2Oth,  giving  a  synopsis  of  the 
work  that  is  being  done  to  advance  the  welfare  of  apprentices  by  giving 
them  a  technical  as  well  as  a  practical  education  in  their  chosen  trade. 
This  project  has  the  hearty  approval  of  employers  constituting  the  Sheet 
Metal  Contractors  Association  of  Chicago,  as  well  as  of  the  Sheet  Metal 
Workers'  Union  No.  73,  and  if  you  have  an  apprentice  in  your  employ, 
we  respectfully  request  that  you  extend  to  him  the  privilege  of  attending 
this  school.  If  this  does  not  meet  with  your  approval,  will  you  kindly 
notify  the  undersigned,  stating  objections.  We  might  add  that  in  the 
future,  indentures  for  apprentices  will  be  granted  only  upon  the  condi- 
tion that  this  privilege  be  given  the  apprentices. 

Yours  very  truly, 

Joint  Board  of  Arbitration. 

Sheet  Metal  Workers'  Union  No.  73  and  Sheet  Metal  Contractors. 
E.  D.  Markham,  Secretary. 

Practical  teachers,  that  is,  teachers  experienced  in  the  trades,  are  in 
charge  of  all  work  directly  related  to  the  trade.  The  instruction  is  mostly 
technical,  with  enough  practical  shop  work  to  illustrate  standard  methods  of 
construction. 

Altogether  about  650  apprentices  are  in  attendance,  and  other  classes 
are  to  be  organized  next  fall.  The  plan  is  growing  in  favor  with  both  unions 
and  employers. 

The  unions  require  attendance  of  the  apprentices  at  school.  The  car- 
penters add  two  days  to  the  apprentice  time  for  each  day's  absence  from 
school;  they  also  withhold  working  cards  in  cases  of  insubordination  or 
failure  to  do  the  required  work.  The  other  (unions  concerned  have  similar 
methods  of  enforcing  attendance  and  good  conduct. 

The  following  letter  from  the  Joint  Arbitration  Board  of  the  carpenters 
is  self-explanatory: 

Chicago,  December  9,  1912. 
To  the  Carpenter  Apprentices: 

In  accordance  with  the  apprentice  rules,  you  are  required  to  attend 
day  school  during  January,  February  and  March,  1913,  and  the  follow- 
ing directions  are  given  for  your  guidance  in  this  matter: 

Apprentice  day  schools  will  open  Monday,  January  6th,  at  the 
Crane  Technical  High  School,  Oakley  Avenue  and  Van  Buren 
Street,  and  the  Lane  Technical  High  School.  Division  and  Sedgwick 
Streets.  Apprentices  of  the  first  and  second  years  will  attend  the 
Crane  school,  those  of  the  third  and  fourth  years  will  attend  the 
Lane  school. 

You  will  be  required  to  report  January  6th,  at  the  school  to 
which  you  are  directed,  promptly  at  9  a.  m.,  and  thereafter  at  such 
time  as  required  by  the  principal  of  the  school. 

Attendance  cards  will  be  issued  to  the  apprentices  at  the  end 
of  each  week,  and  your  contractor  is  instructed  to  deduct  from  your 
pay  one-fifth  of  the  week's  wages  for  each  day  of  unexcused  ab- 
sence; the  cards  to  be  signed  by  your  contractor. 

You  will  be  required  to  conform  in  every  respect  to  the  rules 
governing  the  schools  which  you  attend. 

No  exception  will  be  made  from  the  above  directions  without  a 
permit  from  the  joint  arbitration  board. 

Joint  Arbitration  Board. 

(Signed)  Chas.  Theo.  Green,  President. 

J.  W.  Qaule,  Secretary. 

128 


As  a  disciplinary  measure,  at  the  close  of  the  term  in  1914,  the  carpen- 
ters' joint  arbitration  board  required  about  30  apprentices  who  had  failed 
in  their  school  work  to  continue  for  two  weeks  in  attendance  without  pay, 
in  addition  requiring  them  to  bear  the  expense  of  the  instruction,  which  was 
about  $160  for  the  30  apprentices. 

In  their  support  of  the  continuation  schools  for  their  apprentices,  the 
unions  seem  to  recognize  the  fact  that  unless  the  boys  coming  up  into  the 
trade  are  trained  in  the  science  of  their  calling  and  are  able  to  do  good 
head  work  as  well  as  hand  work,  the  trade  unions  can  not  rightfully  persist 
in  their  claims  to  be  the  only  source  of  supply  in  Chicago  for  the  skilled- 
labor  market.  On  their  part,  the  employers  see  in  this  school  plan  a  means 
of  insuring  them  each  year  a  supply  of  young  men  well  grounded  in  the 
theory  underlying  their  calling  and  capable  of  advancing  as  they  gain  expe- 
riences into  the  positions  in  their  employ  which  require  more  than  the  aver- 
age skill  and  intelligence,  and  for  which  men  are  hard  to  find.  While  these 
views  of  the  matter  are  in  a  sense  selfish,  yet  on  both  sides  there  is  an 
apparent  interest  in  the  boys  themselves,  for  many  of  them  are  the  sons  of 
the  journeymen  or  contractors. 


129 


Exhibit  No.  28. 

SPECIAL    AGREEMENT    BETWEEN    CINCINNATI    TYPOGRAPH- 
ICAL UNION  NO.  3  AND  THE  NEWSPAPERS. 

Section  I.  Each  newspaper  office  shall  be  allowed  one  apprentice  for 
every  ten  journeymen  printers  in  their  employ,  or  major  fraction  thereof,  the 
limit  in  no  office  to  exceed  three.  Apprentices  shall  at  all  times  be  under 
the  supervision  of  the  Chairman.  They  shall  not  be  less  than  16  years  of 
age  at  the  beginning  of  their  apprenticeship  and  shall  serve  for  a  term  of 
four  years.  No  apprentice  shall  be  allowed  to  work  more  than  six  days  of 
eight  hours  each  per  week,  except  during  the  first  year  of  his  apprentice- 
ship when  his  hours  of  labor  shall  be  fixed  by  the  foreman.  When  an 
apprentice  enters  the  employment  of  a  daily  newspaper  office,  he  shall  be 
possessed  of  a  common-school  education,  and  shall  be  subjected  to  an  exam- 
ination to  be  conducted  by  the  chairman  of  the  chapel,  the  foreman  of  the 
composing-room  and  the  manager  of  the  office  as  to  his  qualifications  for 
becoming  a  competent  workman;  and  if  it  be  found  that  good  reason  for 
such  action  exists,  the  apprenticeship  may  be  at  once  terminated,  at  the 
option  of  either  party;  but  if  the  applicant  be  found  to  be  possessed  of  the 
proper  qualifications,  he  shall  continue  his  term  of  apprenticeship.  The 
chairman  of  the  chapel  shall  furnish  the  secretary-treasurer  of  the  union, 
upon  a  blank  form  to  be  furnished  by  the  union,  with  the  name  and  age  of 
the  apprentice,  the  date  of  beginning  his  apprenticeship  and  such  other 
information  as  may  be  required,  which  document  shall  be  kept  on  file  at  the 
headquarters  of  the  union. 

Section  2.  (a)  In  order  that  he  may  be  given  full  opportunity  to  become 
a  competent  workman,  each  apprentice  during  the  first  year  may  be  required 
to  perform  general  work  in  the  composing-room  at  the  direction  of  the 
foreman,  (b)  In  the  second  year  an  apprentice  shall  be  employed  at  least 
50  per  cent  of  his  time  and  at  composition  and  distribution,  (c)  In  the  third 
year  an  apprentice  shall  be  employed  at  hand  composition  and  all  intricate 
handiwork  of  the  craft,  (d)  In  the  first  six  months  of  the  fourth  year  an 
apprentice  shall  be  employed  at  hand  composition  and  all  the  intricate  handi- 
work of  the  craft.  In  the  last  six  months  of  his  apprenticeship  he  may  be 
employed  in  operating  a  typesetting  machine  and  may  be  given  opportunity 
to  acquire  knowledge  of  all  classes  of  composition  on  the  machine,  (e)  The 
terms  of  apprenticeship  to  expire  in  successive  years,  no  two  in  the 
same  year. 

Section  3.  Compensation  for  apprenticeship  shall  be:  For  the  first  year 
one-fourth  journeymen  wages;  for  the  second  year,  one-third  journeymen 
wages;  for  the  third  year,  one-half  journeymen  wages;  and  for  the  fourth 
year,  two-thirds  journeymen  wages. 


130 


Exhibit  No.  29. 

SECTIONS    OF    CONSTITUTION    OF    THE    CINCINNATI    TYPO- 
GRAPHICAL UNION  NO.  3- 

Section  i.  An  apprentice,  within  the  meaning  of  this  agreement,  is  z 
beginner  at  the  printing  trade,  one  setting  type  and  doing  such  other  work 
going  to  make  up  a  compositor's  vocation;  one  who  puts  away  slugs  or  leads 
or  does  any  work  in  the  composing-room  to  be  considered  an  apprentice. 

Section  2.  Apprentices  may  be  employed  in  printing  establishments  as 
follows:  One  for  the  establishment  and  one  for  every  five  journeymen  regu- 
larly employed. 

Section  3.  In  establishments  where  the  number  of  journeymen  fluctuates 
with  the  increase  and  decrease  of  business,  an  average  may  be  taken,  which 
average  shall,  before  going  into  effect,  be  submitted  to  the  business  com- 
mittee for  their  approval,  which  if  given  shall  be  in  writing. 

Section  4.  The  term  of  apprenticeship  shall  be  four  years. 

Section  5.  All  apprentices  shall  be  registered  on  the  books  of  the  union 
and  of  the  employing  printers  of  its  jurisdiction,  and  be  at  all  times  under 
the  control  of  the  office  committeemen. 

Section  6.  Apprentices  must  be  16  years  old,  and  no  one  under  20  years 
of  age  shall  be  admitted  to  membership  in  this  union,  provided  such  appren- 
tices measure  up  to  the  necessary  qualifications  of  the  committee  on  appren- 
tices of  said  union. 

Section  7.  In  the  event  of  an  apprentice  becoming  laid  off  or  discharged 
for  the  reason  of  reduction  of  force,  or  for  any  other  cause  save  dishonesty 
or  incompetency,  he  shall  be  given  a  proper  clearing  enabling  him  to  secure 
employment  elsewhere. 

Section  8.  Apprentices  shall  be  governed  as  to  hours  the  same  as  jour- 
neymen members. 

Section  9.  All  apprentices  shall  be  encouraged  to  take  the  I.  T.  U.  cor- 
respondence course  of  instruction  before  making  application  for  member- 
ship in  the  union. 

Section  10.  The  compensation  for  apprentices  shall  be  two-thirds  of 
journeymen's  wages  for  the  fourth  year. 

Section  n.  In  offices  having  machines,  the  I.  T.  U.  law  relative  to 
apprentices  learning  machines  shall  govern,  which  reads  as  follows:  "In 
machine  offices  under  the  jurisdiction  of  the  typographical  union  no  person 
shall  be  eligible  as  a  learner  who  is  not  a  member  of  the  international  typo- 
graphical union  or  an  applicant  for  membership  working  under  permit.  The 
time  and  compensation  of  learners  shall  be  regulated  by  local  unions.  Pro- 
vided; local  unions  grant  permits  to  apprentices  during  the  last  six  months 
of  their  apprenticeship,  during  which  time  they  may  learn  the  machines,  and 
shall  be  subject  to  the  rules  and  regulations  of  the  local  union. 


Exhibit  No.  30. 

AGREEMENT  BETWEEN  CINCINNATI  STEREOTYPERS'  UNION 
AND  LOCAL  NEWSPAPER  PUBLISHERS,  ON  APPRENTICE- 
SHIP. 

Section  7.  Apprentices  shall  not  receive  less  than  $1.30  per  day  for  the 
first  year,  $1.55  for  the  second  year,  $2.05  for  the  third  year.  $2.30  for  the 
fourth  year  and  $2.55  for  the  fifth  year. 

Section  n.  Each  office  shall  be  entitled  to  one  apprentice  and  an  addi- 
tional apprentice  where  eight  journeymen  are  employed,  but  no  office  shall 
be  entitled  to  more  than  two  apprentices. 

Section  12.  Apprentices  shall  serve  five  years  before  becoming  journey- 
men and  shall  be  subject  to  the  same  rules  as  to  the  hours  of  labor  which 
govern  journeymen.  When  an  apprentice  completes  his  time  he  may  be 
employed  by  the  office,  providing  there  is  a  vacancy.  If  there  is  no  vacancy 
the  office  shall  be  entitled  to  a  new  apprentice.  No  regular  shall  be  dis- 
missed to  create  a  situation. 


AGREEMENT  BETWEEN  CINCINNATI  MAILERS'  UNION  AND 
LOCAL  NEWSPAPER  PUBLISHERS,  ON  APPRENTICESHIP. 

Second:  Apprentices  shall  be  limited  to  one  to  every  five  men  or  major 
fraction  thereof,  but  no  office  shall  be  allowed  more  than  four  (4)  appren- 
tices. 

Fourth:  Apprentices  shall  serve  at  least  four  (4)  years  as  such  and  may 
be  placed  at  any  task  about  the  mailing-room,  but  no  apprentice  shall  be 
adjudged  as  a  journeyman  until  he  has  served  the  full  term  of  four  (4)  years. 


132 


Exhibit  No.  31. 

ORIGINAL  CONTRACT  AND  WAGE  AGREEMENT  OF  CINCINNATI 
PRINTING  PRESSMEN'S  UNION  NO.  n,  OF  CINCINNATI, 
OHIO,  AND  VICINITY. 

Section  I.  This  agreement,  made  and  entered  into  this  day  of , 

A.  D.  19 — ,  by  and  between  the  undersigned  representatives  of  the  various 
employers  of  the  city  of  Cincinnati  and  vicinity,  hereinafter  enumerated  and 
hereinafter  designated  in  this  agreement  as  party  of  the  first  part,  and  Cin- 
cinnati Printing  Pressmen's  Union  No.  n,  hereinafter  designated  as  party 
of  the  second  part,  shall  be  in  force  and  remain  in  effect  until  — • — .  19 — , 
provided,  however,  that  on  failure  to  agree  after  the  expiration  of  this  agree- 
ment, all  disputed  points  shall  be  referred  to  arbitration,  and  to  this  end  a 
committee  of  two,  to  represent  each  of  the  parties  of  this  agreement,  shall  be 
appointed  with  power  to  select  a  fifth  member,  and  the  finding  of  the  major- 
ity shall  be  binding  on  all  parties  concerned. 

Section  2.  It  is  agreed  and  understood  that  60  days  before  the  expira- 
tion of  this  agreement  negotiations'  shall  be  begun  for  a  new  agreement  to 
become  effective  at  the  expiration  of  this  agreement. 

Section  3.  It  is  further  agreed  and  understood  that  should  negotiations 

extend  past ,  19 — ,  this  agreement  shall  remain  in  effect  until  it  shall  be 

supplanted  by  another  contract,  but  all  findings  shall  be  dated  back  to 

Section  4.  A  joint  standing  committee  shall  be  selected  each  year,  to 
consist  of  two  representatives  designated  by  the  party  of  the  first  part  and 
two  representatives  designated  by  a  majority  vote  of  the  party  of  the  second 
part,  and  in  case  of  vacancy,  prolonged  absence  or  refusal  to  represent, 
another  shall  be  appointed  in  his  place,  to  which  committee  shall  be  referred 
all  questions  which  may  arise  as  to  the  construction  to  be  placed  on  any  of 
the  clauses  of  this  agreement  or  any  alleged  violations  thereof  which  can 
not  be  settled  otherwise.  Such  joint  standing  committee  shall  meet  when 
any  question  of  difference  shall  have  been  referred  to  it  for  decision  by  the 
authorized  representatives  of  the  parties  to  this  agreement;  and  should  the 
joint  standing  committee  be  unable  to  agree,  it  shall  refer  the  matter  to  the 
board  of  arbitration,  the  representatives  of  the  parties  of  this  agreement  to 
select  one  arbitrator  and  the  two  to  agree  upon  the  third.  The  decision  of 
the  board  shall  be  final  and  binding  on  all  parties.  Before  any  changes  of 
this  agreement  may  be  made  they  must  have  the  approval  of  the  Cincinnati 
Printing  Pressmen's  Union  No.  n  and  approval  of  the  party  of  the  first  part. 

Section  5.  It  is  agreed  that  the. constitution  and  by-laws  of  the  Cincin- 
nati Printing  Pressmen's  Union  No.  11  as  existing ,  19 — ,  and  the  con- 
stitution and  by-laws  of  the  International  Printing  Pressmen's  Union  of 

North  America,  as  existing  in  effect  on  ,  19 — .  a  copy  of  each  imprinted 

form  is  hereto  attached,  are  made  a  part  of  this  contract,  subject  to  such 
changes  as  will  not  alter  or  affect  the  relations  of  the  principals  to  this 
document  during  the  life  of  this  contract. 

Section  6.  The  party  of  the  first  part  further  agrees  that  48  hours, 
divided  into  six  days  of  eight  hours  each  between  the  hours  of  seven  a.  m. 
and  6  p.  m.  shall  constitute  a  week's  work;  and  for  any  and  all  services 
demanded  beyond  eight  hours  each  day  or  not  within  the  time  specified, 
shall  be  paid  for  at  the  rate  of  time  and  a  half,  and  all  work  done  on  Sun- 
days or  legal  holidays  shall  be  paid  for  at  the  rate  of  double  time. 

Section  7.  Overtime  is  work  performed  consecutively  in  excess  of  the 
regular  established  hours  per  day  or  night.  , 

Where  forces  are  employed  at  night,  9  hours  constitutes  a  night's  work 
as  follows:  Monday,  Tuesday,  Wednesday,  Thursday  and  Friday  nights, 
45  hours  per  week,  the  night  force  to  receive  $2.50  in  addition  to  the  regular 
day's  scale. 

Section  8.  All  time  in  excess  of  or  in  addition  to  the  five  nights  herein- 
fore  named,  or  any  portion  thereof,  shall  be  overtime  and  shall  he  paid  for 
at  the  rate  of  time  and  a  half,  computed  on  the  regular  pay  for  regular 
night  work. 

133 


Section  9.  It  is  hereby  agreed  by  said  party  of  the  second  part  that  for 
and  in  consideration  of  the  covenants  entered  into  and  agreed  to  by  the  said 
parties  of  the  first  part,  the  said  party  of  the  second  part  at  all  times  during 
the  life  of  this  agreement  will  truly  and  faithfully  discharge  the  obligations 
imposed  on  it  by  furnishing  pressmen  to  operate  the  presses  in  the  press- 
room of  the  party  of  the  first  part  in  a  workmanlike  and  satisfactory  manner. 

Section  10.  The  party  of  the  first  part  agrees  to  employ  in  his  press- 
room only  members  of  the  Cincinnati  Printing  Pressmen's  Union  No.  n  to 
operate  their  presses. 

Section  n.  Whenever  the  party  of  the  second  part  shall  be  unable  or 
shall  fail  to  fulfill  its  agreement  in  this  respect,  after  being  notified  by  the 
foreman  of  the  party  of  the  first  part,  the  parties  of  the  first  part  shall  be 
entitled  to  obtain  anywhere,  provided  he  has  the  approval  of  the  Cincinnati 
Printing  Pressmen's  Union  No.  n,  the  help  required. 

Section  12.  The  party  of  the  second  part  further  agrees  that  its  mem- 
bers shall  not  leave  the  services  of  any  of  the  firms  constituting  the  party 
of  the  first  part  until  sufficient  notice  to  the  foreman  of  the  party  of  the  first 
part  sha-11  have  enabled  them  to  fill  the  vacancy  without  interruption  to 
his  services. 

Section  13.  It  is  agreed  and  understood  that  it  is  to  the  interest  of  all 
parties  concerned  in  this  agreement  that  the  press-room  shall  be  kept  in  a 
sanitary  condition  at  all  times. 

Section  14.  The  party  of  the  first  part  agreeing  to  furnish  such  neces- 
sary facilities  as  will  tend  to  the  observance  of  this  provision  and  the  party 
of  the  second  part  agreeing  to  make  the  necessary  regulations  to  co-operate 
with  the  party  of  the  first  part  in  this  respect. 

Section  15.  The  Cincinnati  Printing  Pressmen's  Union  No.  n  shall  not 
make  any  rules  permitting  any  other  offices  in  Cincinnati  or  vicinity  coming 
under  its  jurisdiction  to  operate  its  press-rooms  differently  in  any  respect 
than  this  contract,  unless  it  is  for  the  purpose  of  organizing,  which  must  be 
by  mutual  consent. 


134 


SCALE    OF    WAGES. 


(Eight-Hour   Day,   48   Hours   Per  Week.) 

Two  single-cylinder  presses,  size  less  than  54  inches,  book  and 

job  work  $22.00 

Two  single-cylinder  presses,  larger  size  than  53  inches,  book 

and  job  work 23.00 

Two    single-cylinder   presses,   size   less   than   53   inches,   label 

work    22.OO 

Two  single-cylinder  presses,  size  larger  than  53  inches,  label 

work 24.00 

One  double-cylinder  or  two-color  press,  size  less  than  53  inches  24.00 
One   double-cylinder   or  two-color  press,   size  larger  than   53 

inches 26.00 

One  perfecting  press   22.00 

One  rotary  web  press,  single  roll  25.00 

One  rotary  web  press,  double  «roll   27.00 

One  rotary  web  press,  process  or  label  work,  first  position..  ..   28.00 
One  rotary  web  press,  process  or  label  work,  second  position.   24.00 

One  single-color  rotary  press 24.00 

One  two-color  rotary  press    26.00 

One  offset  press,  size  less  than  53  inches 24.00 

One  offset  press,  size  larger  than  53  inches 26.00 

One  single-color  Harris  press 17.00 

One  two-color  offset  press    26.00 

One  two-color  Harris  press   19.00 

Two  single-color  Harris  presses   19.00 

Four  Harris  envelope  presses  19.00 

One  autopress 18.50 

Two  autopresses    22.50 

Two  Meislor-Kidder  presses  17.00 

One  or  two  ticket  machines  19.00 

Four  bag  presses 25.00 

Four  patent-inside  blanket  presses   25.00 

One  or  two  platen  presses 14.50 

Three  platen  presses   !5-5o 

Four  platen  presses   17.50 

Five  platen  presses    19.50 

Note — No  platen  pressman  shall  operate  more  than  five 
platen  presses,  and  in  offices  where  there  are  two  platen  press- 
men employed,  the  foreman  in  charge  shall  receive  journey- 
man's scale  22.00 

One  cylinder  and  two  platen  presses  22.00 

One  Cox  duplex  press  25.00 

One  Goss  flat-bed  press  25.00 

Note — The  foreman  in  charge  of  the  press-room  shall 
receive  27.00 

No  pressman's  or  foreman's  salary  to  be  reduced  below  what 
he  was  receiving  previously,  before  the  adoption  of  this  scale  of 
wages. 

Pressmen  subbing  on  day  or  night  forces  for  three  days  or  less 
shall  receive  fifty  cents  in  addition  to  the  regular  day  or  night  scale. 

135 


Exhibit  No.  32. 

RULES  OF  THE  CINCINNATI  PRINTING  PRESSMEN'S  UNION  NO. 
ii  IN  REGARD  TO  APPRENTICES. 


The  number  of  press  feeders  allowed  shall  be,  one  press  feeder  to  every 
five  journeymen  feeders  employed  and  actually  working. 

The  agreement  between  the  Pressmen's  Union  No.   n  and  employers, 
regarding  apprentices  is  as  follows: 

Apprentices  in  the  meaning  of  this  agreement  are  members  from  the 
press  assistant's  union  who  are  operating  one  cylinder  press  under  the 
jurisdiction  of  a  journeyman. 

No  member  of  an  assistants'  union  shall  be  eligible  to  become  a 
member  of  the  pressmen's  union  unless  he  has  spent  four  years  in  the 
press-room  under  the  jurisdiction  of  the  International  Printing  Press- 
men and  Assistants'  Union. 

It  shall  be  the  duty  of  the  journeymen  to  instruct  the  apprentices 
and  help  them  in  every  way  to  become  efficient. 

The  number  of  apprentice  pressmen  allowed  shall  be  one  appren- 
tice to  every  four  journeymen  pressmen  employed  and  actually  work- 
ing; and  in  no  instance  shall  any  one  office  be  allowed  more  than  five 
apprentice  pressmen. 

All  apprentice  pressmen  shall  be  registered  by  the  union  and  be  in 
possession  of  an  apprentice  card  before  being  presented  to  a  journey- 
man, and  in  no  case  shall  the  privilege  of  an  apprentice  pressman  be 
granted  where  it  would  displace  a  journeyman  in  any  office. 

The  scale  for  registered  apprentices  shall  be  as  follows: 

For  the  first  year,  magazine  or  flat-bed  presses $17.00 

For  the  second  year  18.50 

For  the  third  year   20.00 

At  the  end  of  the  fourth  year,  journeymen's  scale. 

Apprentices  shall  be  governed  as  to  hours,  regulation  of  the  office 
and  the  scale  of  the  union,  the  same  as  journeymen  members. 

This  contract  shall  become  operative  on  the  day  of  ,  19 — , 

and  shall  continue  in  full  force  and  operation  until  ,  19 — . 


136 


Exhibit  No.  33. 

CONTRACT  AND  WAGE  AGREEMENT  OF  CINCINNATI  PRESS 
ASSISTANTS'  UNION  NO.  17,  OF  CINCINNATI,  OHIO,  AND 
VICINITY. 

This  agreement,  entered  into  this  day  ,  19; — ,  by  and  between 

the  ,  of  Cincinnati,  party  of  the  first  part,  and  Cincinnati  Press  Assist- 
ants' Union  No.  17,  party  of  the  second  part. 

Witnesseth:  i.  The  party  of  the  first  part  agrees  to  employ  in  

press-room  -r-  only  members  of  the  party  of  the  second  part  coming  under 
the  jurisdiction  of  the  International  Printing  Pressmen  and  Assistants' 
Union. 

2.  It  is  hereby  agreed  by  the  party  of  the  second  part  that  all  matters 
not  herein  agreed  to  shall  be  adjusted  by  conciliation,  and  if  unable  to  con- 
ciliate, shall  be  settled  by  arbitration.     Party  of  the  first  part  to  be  repre- 
sented by  one  member  on  said  board  of  arbitration  and  party  of  the  second 
part  to  have  one;  they  to  have  power  to  select  a  third,  which  shall  constitute 
the  board  of  arbitration.     The  decision  arrived  at  by  said  constituted  board 
of  arbitration  shall  be  accepted  b^  all  parties  to  this  contract  as  final  and 
binding  during  the  life  of  this  agreement. 

3.  It  is  agreed  by  the  party  of  the  second  part  to  supply  the  party  of 
the  first  part  with  competent  help  in  accordance  with  the  wage  agreement 
hereinafter  set  forth. 

4.  It  is  agreed  by  parties  mentioned  above  that  the  workday  shall  be 
8  hours  per  day  or  48  hours  per  week.    All  time  in  excess  of  the  8-hour  day 
shall  be  paid  for  at  the  rate  of  time  and  one-half  up  to  12  o'clck  p.  m.     After 
12  o'clock,  double  time;  Sundays  and  holidays  shall  be  paid  for  at  the  rate  of 
double  time.  All  time  in  excess  of  or  in  addition  to  the  five  nights  hereinafter 
named  or  any  portion  thereof,  shall  be  overtime  and  shall  be  paid  for  at  the 
rate  of  time  and  one-half  computed  on  the  regular  pay  for  regular  work. 

The  regular  holidays  shall  be  New  Year's  Day,  Decoration  Day,  Fourth 
of  July,  Labor  Day,  Thanksgiving  Day  and  Christmas  Day. 

SCALE   OF  WAGES. 

Cylinder  feeders   $12.00 

Apprentice  pressmen    15.00 

Helpers  or  automatic-feeding-machine  tenders    13.00 

Provers  on  engravers'  proofs,  cylinder  and  job   15.00 

Web  pressmen's  assistants    15.00 

Second  assistants 12.00 

Folding-machine   operators 15.00 

Each  additional  folding  machine  $2.00  more. 

Newspaper  feeders    (patent  inside) 15.00 

Scoring    Machines.       Pressmen    Running    Two-Cylinder. 

Scoring  machines    $16.00 

Helpers  on  scoring  machines   12.00 

Job  pressmen  on  one  or  three  scoring  presses 12.00 

Feeders  on  scoring  machines   12.00 

Job  pressmen  running  more  than  three  scoring  machines  shall 
be  paid  $i  for  each  additional  machine. 

Embossing. 

Pressmen  in  charge  of  6  embossing  presses $21.00 

First  assistant  pressman    14.00 

Second  assistant  pressman    11.00 

Magazine,    Commercial,    Web    Presses. 

First  assistant  pressman    ... $15.00 

Second  assistant   pressman    . .' ..".. 12.00 

Third  assistant  pressman   li.oo 

This  scale  of  wages  to  prevail  until  June  30,  1910,  after  which 
date  the  scale  shall  be  $1.50  per  week  in  addition  to  the  scale  above. 

137 


Overtime. 

Overtime  is  work  performed  consecutively  in  excess  of  the  regular 
established  hours  of  labor,  per  day  or  per  night.  Where  a  night  force  is 
employed,  9  hours  constitutes  a  night's  work  as  follows:  Monday,  Tuesday, 
Wednesday,  Thursday  and  Friday  nights — 45  hours  per  week. 

The  night  scale  shall  be  $2  in  excess  of  the  day  scale. 

When  work  is  performed  on  the  eve  of  a  holiday,  single  time  shall  apply 
for  regular  night  only.  If  work  is  performed  on  the  following  night,  double 
time  shall  apply  from  midnight  to  midnight  of  s>aid  holiday.  The  number  of 
apprentice  feeders  allowed  shall  be  one  apprentice  feeder  to  every  five  jour- 
neymen feeders  employed  and  actually  working. 

This  contract  shall  become  operative  on  the day  of ,  19 — ,  and 

shall  continue  in  full  force  and  operation  until  ,  19 — . 

GENERAL   REGULATIONS. 

Section  i.  Wages  must  be  paid  weekly,  in  current  funds.  Each  and 
every  member  of  this  union  must  refuse  to  perform  any  work  whatsoever 
in  an  office  which  has  not  paid  wages  in  full,  in  current  funds  for  previous 
week's  work  within  three  working  days  after  the  last  work  day  of  said  pre- 
vious week,  said  prohibition  to  remain  on  said  office  until  all  members  shall 
have  been  so  paid. 

No  further  action  by  this  union  shall  be  necessary  when  wages  have 
not  been  paid. 

Section  2.  It  is  agreed  by  the  party  of  the  first  part  that  notice  of  the 
observance  or  non-observance  of  each  Saturday  half-holiday  shall  be  posted 
on  the  day  preceding,  before  the  close  of  the  day's  work  and  that  the  notice 
so  posted  shall  be  adhered  to  except  in  case  of  absolute  necessity  or  extraor- 
dinary emergency. 

Section  3.  When  put  to  work  after  the  regular  hour  of  commencing  the 
day's  work,  the  full  day  must  be  paid  for  in  all  cases  unless  a  full  day  is 
given  the  succeeding  day,  in  which  event  the  employe  can  only  claim  a  frac- 
tional part  of  a  day  for  the  first  day  and  a  full  day  for  the  succeeding  day; 
provided  that  an  employer  can  not  claim  exemption  from  this  rule  on 
account  of  the  employe's  incompetency  if  the  employe  is  allowed  to  work 
three  hours  in  the  office. 

Section  4.  Deduction  for  lost  time  shall  be  in  exact  proportion  for 
wages  paid. 

Section  5.  When  overtime  is  to  be  worked,  a  notice  must  be  posted 
before  the  completion  of  the  regular  day's  work.  When  work  is  performed 
on  the  evening  of  a  holiday,  single  time  shall  apply  for  regular  night  men 
only.  If  work  is  performed  from  midnight  to  midnight  of  said  holidays, 
double  time  shall  be  paid. 

APPRENTICES. 

Apprentices  in  the  meaning  of  this  agreement  are  members  from  the 
press  assistants'  union  who  are  operating  one  cylinder  press  under  the  juris- 
diction of  a  journeyman. 

No  members  of  an  assistants'  union  shall  be  eligible  to  become  a  mem- 
ber of  the  pressmen's  union  unless  he  has  spent  four  years  in  the  press-room 
under  the  jurisdiction  of  the  International  Printing  Pressmen  and  Assist- 
ants' Union. 

It  shall  be  the  duty  of  the  journeyman  to  instruct  the  apprentices  and 
help  them  in  every  way  to  become  proficient. 

The  number  of  apprentice  pressmen  allowed  shall  be  one  apprentice  to 
every  four  journeymen  pressmen  employed  and  actually  working,  and  in  no 
instance  shall  any  one  office  be  allowed  more  than  five  apprentice  pressmen. 

All  apprentice  pressmen  shall  be  registered  by  the  union  and  be  in  pos- 
session of  an  apprentice  card  before  being  presented  to  a  journeyman;  and 
in  no  case  shall  the  privilege  of  an  apprentice  pressman  be  granted  where  it 
would  displace  a  journeyman  in  any  office. 


138 


Exhibit  No.  34. 

A  PARTIAL  LIST  OF  CITIES  IN  WHICH  PRINTING  IS  TAUGHT 
IN  THE  PUBLIC  SCHOOLS. 


ELEMENTARY    SCHOOLS. 


Atlantic  City,  N.  J. 
Berkley,  Cal. 
Boston,  Mass. 
Chicago,  111. 
Cleveland,  Ohio. 
Des  Moines,  Iowa. 
Elgin,  111. 
Fall   River,  Mass. 
Fitchburg,  Mass. 
Gary,  Ind. 

Grand   Rapids.   Mich. 
Louisville,  Ky. 
Milton,  Mass. 


Milwaukee,  Wis. 
Mishawaukee,  Ind. 
Newark,  N.  J. 
New   Haven,   Conn. 
Oak  Park,  111. 
Ogden,  Utah. 
Pittsburgh,    Pa. 
Rochester,  N.  Y. 
St.  Louis,   Mo. 
Springfield,   Mass. 
Whittier,  Cal. 
Yonkers,  Cal. 


HIGH    SCHOOLS. 


Belmont,  Mass. 
Chicago,  111. 
Cleveland,  Ohio. 
Detroit,  Mich. 
Grand   Rapids,   Mich. 
Indianapolis,   Ind. 


Lincoln,  Neb. 
Los  Angeles,  Cal. 
New  Haven,  Conn. 
Portland,   Ore. 
St.  Louis,  Mo. 
Salina,  Kan. 


Bridgeport,   Conn. 
Columbus,   Ohio. 
Denver,   Col. 


TRADE  SCHOOLS. 


New  Haven,  Conn. 
Philadelphia,  Pa. 
Worcester,  Mass. 


NORMAL    SCHOOLS    (By    States). 


Alabama — Camp  Hill,  Southern  In- 
dustrial School. 

Colorado — Greely,  State  Teachers' 
College. 

Illinois — De  Kalb,  State  Normal 
School;  Woodstock,  Todd  Semi- 
nary. 


Massachusetts  —  Fitchburg,  Nor- 
mal School;  Salem,  Normal 
School. 

New  York— Plattsburg,  State  Nor- 
mal School. 


139 


BIBLIOGRAPHY. 


American  Federation  of  Labor: 

Pamphlet  on  Industrial  Education. 

Report    of    Committee    on    Industrial    Education,  compiled    by   C.   H. 

Winslow. 
Report  of  Committee  on  Industrial  Education,  August,  1912. 

Boston,  Mass.: 

North  End  Union  School  of  Printing — The  Apprenticeship  Bulletin, 
June-July,  1914. 

Buffalo,  N.  Y.: 

Vocational   School  of  Printing — The  Ben   Franklinite,   March,   1914. 
Vocational  School  of  Printing — Unit  Courses  of  Instruction. 
Bureau  of  Vocational  Guidance  and  Industrial  Education  of  the  Cham- 
ber of  Commerce — The  Graphic  Arts  (pamphlet). 

Cincinnati  Typographical  Union: 
Constitution  and  By-Laws. 
Scale  of  Prices  for  Job  Offices. 
Agreement   (1914)   with   Cincinnati  Daily  Newspaper  Union. 

Cleveland  Public  Schools: 

Elementary  Industrial  School  (pamphlet,  May,  1913). 

West  Technical  High  School — Building  and  Equipment,  with  outline  of 

the  courses  of  study,  1911. 
West  Technical  High  School — Course  of  Study  in  Printing. 

Columbus,  Ohio: 

Columbus    Trade    School — Course    of    Study    and    General    Statements, 

1913-14. 

Columbus  School  of  Printing — The  Trade  School  Boy  as  He  Really  Is. 
by  Paul  Carty. 

Curtis  Publishing  Co.: 

Composition  Division,  Pre-Apprenticeship  Agreement. 

Donnelly,  R.  R.  &  Sons  (The  Lakeside  Press): 
The  School  for  Apprentices. 

Hitchcock,  F.  H.: 

The  Building  of  a  Book. 

Gushing,  J.  Stearns,  Hand  Composition  and  Electrotyping. 
Berwick,  W.  T.,  Hand  Composition  and  Electrotyping. 

Miller,  L.  W.: 

The  Relation  of  the  Trade  School  to  the  Public  School.  Address  deliv- 
ered at  the  Apprenticeship  Festival  of  the  School  of  Printing,  North 
End  Union,  Boston.  November  22,  1907. 

National  Association  of  Manufacturers: 

Report  of  the  Committee  on  Industrial  Education  (Continuation  and 
Trade  Schools;  Apprenticeship;  State  and  Local  Control;  Pre-Voca- 
tional  Courses  in  Elementary  Schools). 

Report  of  the  Committee  on  Industrial  Educational,  H.  E.  Miles,  chair- 
man, May,  1913. 

140 


National  Society  for  the  Promotion  of  Industrial  Education: 

Bulletin  No.  17,  The  Short  Unit  Course  for  the  Evening  Trade  School 
and  Part-Time  Extension  School,  October,  1913. 

New  York  State: 

Bureau  of  Labor  Statistics,  Annual  Report.  Part  I,  Industrial  Training. 
Partridge,  C.  S. 

Electrotyping. 

Stereotyping. 

Porter,  H.  P.: 

A  Message  to  Chicago  Printers  (Address  delivered  before  annual  meet- 
ing of  Chicago  Typothetae,  January  23,  1914). 

Royal  Commission  on  Industrial  Training  and  Technical  Education: 
Commissioner's  Report,  Vol.  2,  Parts  3  and  4. 

Russel  Sage  Foundation: 

Women  in  the  Bookbinding  Trade,  by  Van  Kleek. 

Sayward,  W.  H. 

The  Relation  of  the  Trade  School  to  the  Trade  (Address  delivered  at 
graduation  exercises  of  the  North  End  Union  Plumbing  School,  Bos- 
ton, May  5,  1908). 

U.  S.  Commissioner  of  Labor: 

Twenty-fifth  Annual  Report  (1910)  Industrial  Education. 

United  Typothetae  of  America: 

Report  of  Committee  on  Apprentices,  October  22,  1913. 
Report    of    Committee    on    Apprentices,  June,    1914 — The    Apprentice 
Printer. 

Van  Cleave,  James  W.: 

Industrial  Education  as  an  Essential  Factor  in  Our  National  Prosperity. 
(Address.) 


141 


DEC  29  1947 


LD21 


_lOOm-9,'47(A5702sl6)476 


YC  57950 


Gaylord  Bros. 

Makers 

Syracuse,  N.  Y. 
PAT.  JAIL  21 ,1908 


as- 


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